Longitudinal associations between metaphor understanding and peer relationships in middle childhood

Metaphor understanding is a pragmatic inferential skill that serves a social function in adulthood. The present longitudinal study was designed to investigate the existence and the direction of the associations between metaphor understanding and peer relationships in children. One-hundred twenty-six typically developing 9-year-old children were tested at baseline and a year later for their ability to understand metaphors (via the physical and mental metaphors task) and their peer relationships (through peer acceptance and rejection). Results showed a longitudinal and bidirectional association between metaphor understanding and peer rejection, but not peer acceptance. Children who were more rejected were less able to understand metaphors 1 year later and children who struggled in understanding metaphors were more rejected 1 year later. Results are discussed in light of existing theoretical models. Overall, these findings show that the social nature of metaphor traces back to peer relationships in children.