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Address correspondence to:
In: http://www.wjh.harvard.edu/~lds/pdfs/pdfs/Snedeker%20Word%20Learning.pdf
Abstract: Between 12 months and 18 years the average child learns about 60,000 words. Word learning begins slowly and gradually accelerates. Children learn word meanings by induction from the contexts in which words occur. This induction is constrained by: limits on the concepts that children consider as possible meanings, social cues which aid children in identifying the word’s referent, and the use of sentential contexts to figure out which properties of an event are encoded in the word. While some have argued that word learning involves the creation of new concepts, current research suggests that many aspects of vocabulary development are independent of conceptual development. Word learning is often considered the simplest and least controversial aspect of language development. While theorists fiercely debate the ontogenetic and phylogenetic origins of grammar, everyone agrees that words must be learned by observing the contexts in which they are used. No other theory can explain how English-speaking children come to use “shoe ” to label footwear, while young French speakers use same sequence of sounds to label cabbage. However, this self-evident truth masks a host of questions about how learning occurs and the knowledge that children bring to the problem.
Keyword: language development; lexical constraints; lexical development; lexicon; nouns; semantic development; syntactic bootstrapping; verbs; vocabulary; vocabulary spurt; word learningSynopsis
URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.150.2287
http://www.wjh.harvard.edu/~lds/pdfs/pdfs/Snedeker%20Word%20Learning.pdf
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Address correspondence to:
In: http://www.wjh.harvard.edu/~lds/pdfs/pdfs/Snedeker%20Word%20Learning-1.pdf
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Draft 12/10/2009 Comments welcome Please request permission before citing
In: http://www.wjh.harvard.edu/~lds/pdfs/Geren%20Shafto%20Snedeker%20Running%20PRELIMINARY.pdf
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