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Wojcik, Erica H. – Language Learning and Development, 2021
Children often hear many new words in one conversation, and yet word learning research overwhelmingly focuses on how children learn and retrieve the meanings of single words. The current experiment tests how the number of labeled objects affects preschoolers' novel word referent selection immediately after encoding and after a one-week delay.…
Descriptors: Language Acquisition, Novelty (Stimulus Dimension), Language Usage, Vocabulary Development
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Kalashnikova, Marina; Escudero, Paola; Kidd, Evan – Developmental Science, 2018
The mutual exclusivity (ME) assumption is proposed to facilitate early word learning by guiding infants to map novel words to novel referents. This study assessed the emergence and use of ME to both disambiguate and retain the meanings of novel words across development in 18-month-old monolingual and bilingual children (Experiment 1; N = 58), and…
Descriptors: Cognitive Mapping, Vocabulary Development, Retention (Psychology), Monolingualism
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Dautriche, Isabelle; Mahowald, Kyle; Gibson, Edward; Piantadosi, Steven T. – Cognitive Science, 2017
Although the mapping between form and meaning is often regarded as arbitrary, there are in fact well-known constraints on words which are the result of functional pressures associated with language use and its acquisition. In particular, languages have been shown to encode meaning distinctions in their sound properties, which may be important for…
Descriptors: Semantics, Phonology, Cognitive Mapping, Correlation
Sowers-Wills, Sara – ProQuest LLC, 2017
Child language data are notoriously noisy. Children may produce several phonetic variants for a given word or use the same forms for several different words. As such, child data are characterized by little apparent systematicity. Competing theories have arisen to account for a range of problematic phenomena, but each has struggled to relate child…
Descriptors: Child Language, Language Acquisition, Phonology, Schemata (Cognition)
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Malt, Barbara C.; White, Anne; Ameel, Eef; Storms, Gert – Language Learning and Development, 2016
Much has been said about children's strategies for mapping elements of meaning to words in toddlerhood. However, children continue to refine word meanings and patterns of word use into middle childhood and beyond, even for common words appearing in early vocabulary. We address where children past toddlerhood diverge from adults and where they more…
Descriptors: Cognitive Mapping, Biomechanics, Preschool Children, Vocabulary Development
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Saji, Noburo; Imai, Mutsumi; Saalbach, Henrik; Zhang, Yuping; Shu, Hua; Okada, Hiroyuki – Cognition, 2011
This paper explores the process through which children sort out the relations among verbs belonging to the same semantic domain. Using a set of Chinese verbs denoting a range of action events that are labeled by carrying or holding in English as a test case, we looked at how Chinese-speaking 3-, 5-, and 7-year-olds and adults apply 13 different…
Descriptors: Semantics, Verbs, Vocabulary Development, Chinese