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Acceptance of lexical overlap by monolingual and bilingual toddlers
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Sensitivity to amplitude envelope rise time in infancy and vocabulary development at three years : a significant relationship
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Infant-directed speech facilitates seven-month-old infants' cortical tracking of speech
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Constraints on tone sensitivity in novel word learning by monolingual and bilingual infants : tone properties are more influential than tone familiarity
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The development of fast‐mapping and novel word retention strategies in monolingual and bilingual infants
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The origins of babytalk : smiling, teaching or social convergence?
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Is it a name or a fact? : disambiguation of reference via exclusivity and pragmatic reasoning
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Flexible use of mutual exclusivity in word learning
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Abstract:
From an early age, children apply the mutual exclusivity (ME) assumption, demonstrating preference for one-to-one mappings between words and their referents. However, for the acquisition of referentially overlapping terms, ME use must be suspended. We test whether contextual cues to intended meaning, in the form of presence of a speaker, may be critical for flexible ME application. Four- to five-year-old children were tested on two word learning tasks requiring flexible use of ME, respectively. In Experiment 1, children saw video recordings of the speakers introducing the novel labels. All children successfully applied ME and succeeded in accepting lexical overlap. In Experiment 2, with audio recordings of speakers only, children were unsuccessful at accepting lexical overlap. Thus, flexible use of ME relies on a developing ability to utilise the contextual information present in communicative interactions.
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Keyword:
language acquisition; linguistics; word recognition; XXXXXX - Unknown
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URL: https://doi.org/10.1080/15475441.2015.1023443 http://handle.uws.edu.au:8081/1959.7/uws:32789
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OZI : Australian English communicative development inventory
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Novel word learning, reading difficulties, and phonological processing skills
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Mutual exclusivity develops as a consequence of abstract rather than particular vocabulary knowledge
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The effects of linguistic experience on the flexible use of mutual exclusivity in word learning
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