A Study On The Spatial Metaphor Of The Concept Of Authority For Children Aged 4-6

The traditional first-generation cognitive science believes that the process of concept formation in children's brain is an abstract process of information processing,independent of children's perceptual motion system.However,with the deepening of research,the secondgeneration cognitive science of the body pointed out that children's concept construction is based on the body's perceptual movement experience,which means that the specific concept is not only based on the experience of perceptual movement.Abstract concepts are also based on perceptual experience.On the basis of recognizing the body's shaping of the mind,conceptual metaphor theory points out that metaphor is one of the cognitive ways people understand the world.Based on the early perception of infants and young children,people map their metaphors to abstraction after obtaining relevant concrete concepts.Conceptually,thus forming an understanding of abstract concepts.As an abstract concept that is often used in people's lives,the existing research also shows that the construction of its concept is closely related to the spatial perception experience.However,the existing research mostly focuses on adults and ignores the study of children who are at the most abundant stage of perceptual experience.In this study,after combing the existing metaphor research on abstract concepts,we design Experiment 1 and Experiment 2 respectively.In the experiment,we use vertical space metaphor,far and near spatial metaphor,time metaphor and container metaphor.We want to know whether the construction of the authoritative concept of children aged 4-6 is related to the spatial perception experience,and whether spatial metaphor exists in the process of spatial perception experience internalization.Experiment 1 explores whether the concept of Authority of children aged 4-6 has spatial metaphors from three aspects: vertical space metaphor,far and near spatial metaphor and time metaphor.By analyzing the number of times the participants showed the metaphorical consistency effect in the experiment 1,it was found that the children of 4-6 years old already possessed a certain metaphor of authoritative concept space,which is embodied in the vertical space metaphor and the metaphor of the near and far space.Children 4-5 years old present a more obvious spatial metaphor of authority concept.Experiment 2 uses eye tracking technology to explore whether the Authority concept of 4-6 years old children has spatial metaphor from three aspects: vertical space metaphor,far and near spatial metaphor and container metaphor.By analyzing the gaze time of the different authoritative images in the meta-consistent area and the meta-inconsistency area and the first gaze point of the participants,the results showed that in the face of high authority image,the participants were more inclined to look at the metaphorical consistent area.But in the face of low authority image,the participants tend to look at the metaphorical inconsistency area.With the increase of age,the first time the participant is in the metaphorical consensus area when facing the high authority image.But the first attention point is more inclined when facing the low authority image.In summary,the results of this study indicate that:(1)the spatial metaphor of authority concept for children aged 4-6 years is based on perceptual experience.(2)the vertical space metaphor of the authoritative concept of children aged 4-6 years and the metaphor of far and near space in-out space.(3)children of 5-6 years old show a more obvious spatial metaphor of authority concept than children of 4-5 years old.(4)Compared with the low authority image,children aged 4-6 will have a more significant metaphorical consistency effect when facing a high authority image.According to the research results,this study uses teachers' teaching suggestions related to education:(1)enrich children's perception experience.(2)integrate metaphor into education,which is abstract and concrete.(3)pay attention to the cultivation of children's metaphorical thinking.