Riddle Use and Comprehension in Irish School-Aged Children: A Developmental Study
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Abstract
Whilst language development can be described as a lifelong process (Obler, 1985, cited in Nippold, 1988a), the greatest part of this development occurs during the childhood years. The task of acquiring his or her native language, with which the child is faced from birth, would appear to be a formidable one. However, the evidence that children rise to this challenge with fascination and delight is be found in the numerous kinds of lore which have been collected from children over the past few centuries (Crossley-Holland, 1982; Opie and Opie, 1959). Included amongst these are the rhymes, riddles, jokes and songs which children relish in sharing amongst themselves, and which are reported to remain almost unchanged when passed from generation to generation (Opie and Opie, 1959).
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