Recent laboratory experiments have shown that both infant and adult learners can acquire word-referent mappings using cross-situational statistics. The vast majority of the work on this topic has used unfamiliar objects presented on neutral backgrounds as the visual contexts for word learning. However, these laboratory contexts are much different…

Twenty-five children with specific language impairment (SLI) and 25 children with normal language (NL) were presented with novel vocabulary and bound-morpheme learning tasks. SLI children had significantly lower vocabulary learning levels and less ability to generalize bound morphemes than NL children. Results support the storage/access but not…

Examined three-year-old children's ability to generalize novel words to new instances. Suggested that children's similarity judgments and feature selection in name generalization are guided by nonstrategic attentional processes that are minimally influenced by new conceptual information. Proposed that these findings may explain the extraordinary…

Using cognitive linguistics to study the subjective lexicon of second-language (L2) learners of English, this article examines two questions: whether cognitive processes such as metonymy, metaphor, generalization, and specialization are used for expansion in the L2 lexicon; and what other factors work in understanding prototypical…

The effect of stimulus familiarity on the comprehension of polar adjectives by preschool children was examined by administering a perceptual judgment task. The children's ability to indicate the correct object illustrating a particular word was assessed. Antonyms representing opposite dimensions of quantity, height, length, or size were presented.…