Abstract

Following study aims to learn unfamiliar semantic area of thinking principles of children’s language. This analysis gathers monolingual children from three to eight years of age and observes their participation in principle cognitive operations that includes the basic processes of metaphor and metonymy. The results of this issue identifies the difference between cognitive preferences using metaphor and metonymy principles and children’s conceptual complexity levels during their language development. In addition, it offers to enlarge the inventory of functions that take part in cognitive operations.