Animals, foods, and household items—oh my! Evidence of 24-30-month-old children’s increasing flexibility in word learning from naturalistic data
By: Emily E. Russell and Mariel Kyger Doerfel
References
- Bates, E., Bretherton, I., & Snyder, L., (1988). From first words to grammar: Individual differences and dissociable mechanisms. Cambridge University Press.
- Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. Mouton.
- Bloom, P. (2000). How children learn the meanings of words. The MIT Press.
- Bloom, P., & Markson, L. (1998). Intention and analogy in children’s naming of pictorial representations. Psychological Science, 9(3), 200–204. https://doi.org/10.1111/1467-9280.00038
- Booth, A. E., & Waxman, S. R. (2002). Word learning is ‘smart’: Evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84, B11–B22. https://doi.org/10.1016/S0010-0277(02)00015-X
- Booth, A. E., & Waxman, S. R. (2002). Object names and object functions serve as cues to categories for infants. Developmental Psychology, 38(6), 948–957. https://doi.org/10.1037/0012-1649.38.6.948
- Booth, A. E., Waxman, S. R., & Huang, Y. T. (2005). Conceptual information permeates word learning in infancy. Developmental Psychology, 41(3), 491– 505. https://doi.org/10.1037/0012-1649.41.3.491
- Bowerman, M. (1978). The acquisition of word meaning: An investigation into some current conflicts. In N. Waterson & C. Snow (Eds.), The development of communication (pp. 263–287). Wiley.
- Carey, S. (1978). The child as a word learner. In J. Bresnan, G. Miller, & M. Halle (Eds.), Linguistic theory and psychological reality (pp. 264–293). MIT Press.
- Clark, E. V. (1993). The lexicon in acquisition. Cambridge University Press.
- Colunga, E., & Smith, L. B. (2000). Learning to learn words: A cross-linguistic study of the shape and material biases. In Proceedings of the 24th Annual Boston University Conference on Language Development (pp. 197–207).
- Diesendruck, G., Markson, L., & Bloom, P. (2003). Children’s reliance on creator’s intent in extending names for artifacts. Psychological Science, 14(2), 164–168. https://doi.org/10.1111/1467-9280.t01-1-01436
- Diesendruck, G., & Bloom, P. (2003). How specific is the shape bias? Child Development, 74(1), 168–178. https://doi.org/10.1111/1467-8624.00528
- Fenson, L., Marchman, V. A., Thal, D., Dale, P., Reznick, J. S. & Bates, E. (2007). MacArthur-Bates Communicative Development Inventories: User’s Guide and Technical Manual. 2nd Edition. Brookes Publishing Co.
- Gelman, S. A. (1988). The development of induction within natural kind and artifact categories. Cognitive Psychology, 20(1), 65–95.
- Gelman, S. A., & Bloom, P. (2000). Young children are sensitive to how an object was created when deciding what to name it. Cognition, 76(2), 91–103. https://doi.org/10.1016/S0010-0277(00)00071-8
- Gelman, S. A., & Koenig, M. A. (2003). Theory-based categorization in early childhood. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 330–359). Oxford University Press.
- Gershkoff-Stowe, L., & Smith, L. B. (2004). Shape and the first hundred nouns. Child Development, 75(4), 1098–1114. https://doi.org/10.1111/j.1467-8624.2004.00728.x
- Graham, S. A., & Poulin-Dubois, D. (1999). Infants’ reliance on shape to generalize novel labels to animate and inanimate objects. Journal of Child Language, 26(2), 295–320. https://doi.org/10.1017/S0305000999003815
- Hills, T. T., Maouene, M., Maouene, J., Sheya, A., & Smith, L. (2009). Categorical structure among shared features in networks of early-learned nouns. Cognition, 112(3), 381–396. https://doi.org/10.1016/j.cognition.2009.06.002
- Hupp, J. M. (2015). Development of the shape bias during the second year. The Journal of Genetic Psychology: Research and Theory on Human Development, 176(2), 82–92. https://doi.org/10.1080/00221325.2015.1006563
- Imai, M., & Gentner, D. (1997). A cross-linguistic study of early word meaning: Universal ontology and linguistic influence. Cognition, 62, 169–200. https://doi.org/10.1016/S0010-0277(96)00784-6
- Imai, M., Gentner, D., & Uchida, N. (1994). Children’s theories of word meaning: The role of shape similarity in early acquisition. Cognitive Development, 9(1), 45–75. https://doi.org/10.1016/0885-2014(94)90019-1
- Jones, S. S., & Smith, L. B. (1998). How children name objects with shoes. Cognitive Development, 13(3), 323–334. https://doi.org/10.1016/S0885-2014(98)90014-4
- Jones, S. S., & Smith, L. B. (2002). How children know the relevant properties for generalizing object names. Developmental Science, 5(2), 219–232. https://doi.org/10.1111/1467-7687.00224
- Jones, S. S., Smith, L. B., & Landau, B. (1991). Object properties and knowledge in early lexical learning. Child Development, 62(3), 499–516. https://doi.org/10.1111/j.1467-8624.1991.tb01547.x
- Keil, F. C. (1994). The birth and nurturance of concepts by domains: The origins of concepts of living things. In L. A. Hirschfeld, S. A. Gelman, L. A. Hirschfeld, & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 234–254). Cambridge University Press. https://doi/org/10.1017/CBO9780511752902.010
- Keil, F. C., & Batterman, N. (1984). A characteristic-to-defining shift in the acquisition of word meaning. Journal of Verbal Learning and Verbal Behavior, 23, 221–236.
- Kemler Nelson, D. G., Russell, R., Duke, N., & Jones, K. (2000). Two-year-olds will name artifacts by their functions. Child Development, 71(5), 1271–1288. https://doi.org/10.1111/1467-8624.00228
- Landau, K. B., Smith, L. B., & Jones, S. S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3(3), 299–321.
- Lavin, T. A., & Hall, D. (2001). Domain effects in lexical development: Learning words for foods and toys. Cognitive Development, 16(4), 929–950. https://doi.org/10.1016/S0885-2014(02)00070-9
- Macario, J. F. (1991). Young children’s use of color in classification: foods and canonically colored objects. Cognitive Development, 6(1), 17–46. https://doi.org/10.1016/0885-2014(91)90004-W
- Mandler, J. M. (1992). The foundations of conceptual thought in infancy. Cognitive Development, 7(3), 273–285. https://doi.org/10.1016/0885-2014(92)90016-K
- Mandler, J. M., & McDonough, L. (1998). On developing a knowledge base in infancy. Developmental Psychology, 34(6), 1274–1288. https://doi.org/10.1037/0012-1649.34.6.1274
- Montanelli, R.G. (1975). A computer program to generate sample correlation and covariance matrices. Educational and Psychological Measurement. 35(1), 195–197. https://doi.org/10.1177/001316447503500128
- Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14(1), 11–28. https://doi.org/10.1016/0364-0213(90)90024-Q
- Rakison, D. H., & Poulin-Dubois, D. (2001). Developmental origin of the animate–inanimate distinction. Psychological Bulletin, 127(2), 209–228. https://doi.org/10.1037/0033-2909.127.2.209
- Rakison, D. H., & Poulin-Dubois, D. (2002). You go this way and I’ll go that way: Developmental changes in infants’ detection of correlations among static and dynamic features in motion events. Child Development, 73(3), 682–699. https://doi.org/10.1111/1467-8624.00432
- Rice, M. (1980). Cognition to language: Categories, word meanings, and trainings. University Park Press.
- Russell, E. E., Schonberg, C. M., & Barreiro, S. (2016). A comparison of the content of English-learning children’s and Spanish-learning children’s vocabularies [Poster presentation]. Annual Meeting of the Cognitive Science Society, Philadelphia, PA.
- Samuelson, L. K., & Horst, J. S. (2007). Dynamic noun generalization: Moment-to-moment interactions shape children’s naming biases. Infancy, 11(1), 97– 110. https://doi.org/10.1207/s15327078in1101_5
- Samuelson, L. K., Horst, J. S., Schutte, A. R., & Dobbertin, B. N. (2008). Rigid thinking about deformables: Do children sometimes overgeneralize the shape bias? Journal of Child Language, 35(3), 559–589. https://doi.org/10.1017/S0305000908008672
- Samuelson, L., & Smith, L. B. (1999). Early noun vocabularies: Do ontology, category structure, and syntax correspond? Cognition, 71(1), 1–33. https://doi.org/10.1016/S0010-0277(99)00034-7
- Samuelson, L. K., & Smith, L. B. (2005). They call it like they see it: Spontaneous naming and attention to shape. Developmental Science, 8(2), 182–198. https://doi.org/10.1111/j.1467-7687.2005.00405.x
- Sandhofer, C. M., Smith, L. B., & Luo, J. (2000). Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language, 27, 561–85.
- Santos, L. R., Hauser, M. D., & Spelke, E. S. (2002). Domain-specific knowledge in human children and nonhuman primates: Artifacts and foods. In M. Bekoff, C. Allen, & G. M. Burghardt, (Eds.), The cognitive animal: Empirical and theoretical perspectives on animal cognition (pp. 205–215). MIT Press.
- Sheya, A. & Smith, L. B (2006). Perceptual features and the development of conceptual knowledge. Journal of Congition and Development, 7(4), 455– 476. https://doi.org/10.1207/s15327647jcd0704_2
- Shutts, K., Condry, K. F., Santos, L. R., & Spelke, E. S. (2009). Core knowledge and its limits: The domain of food. Cognition, 112(1), 120–140. https://doi.org/10.1016/j.cognition.2009.03.005
- Shutts, K., Markson, L., & Spelke, E. S. (2009). The developmental origins of animal and artifact concepts. In B. Hood and L. Santos (Eds.), Origins of object knowledge (pp. 189–210). Oxford University Press.
- Smith, L. B. (2000). How to learn words: An associative crane. In M. Marschark (Ed.), Becoming a word learner: A debate on lexical acquisition (pp. 51–80). Oxford University Press.
- Smith, L. B. (2001) How domain-general processes may create domain-specific biases. In Bowerman, M. & Levinson, S. (Eds.) Language acquisition and conceptual development (pp.101–131). Cambridge University Press.
- Smith, L. B., Jones, S. S., & Landau, B. (1992). Count nouns, adjectives, and perceptual properties in children’s novel word interpretations. Developmental Psychology, 28(2), 273–286. https://doi.org/10.1037/0012-1649.28.2.273
- Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L. & Samuelson, L. K. (2002). Object naming provides on-the-job training in attention. Psychological Science, 13, 13–19. https://doi.org/10.1111/1467-9280.00403
- Smith, L. B., & Samuelson, L. (2006). An attentional learning account of the shape bias: Reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005). Developmental Psychology, 42(6), 1339–1343. https://doi.org/10.1037/0012-1649.42.6.1339
- Soja, N. N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide young children’s inductions of word meaning: Object terms and substance terms. Cognition, 38(2), 179–211. https://doi.org/10.1016/0010-0277(91)90051-5
- Subrahmanyam, K., Landau, B., & Gelman, R. (1999). Shape, material, and syntax: Interacting forces in children’s learning of novel words for objects and substances. Language and Cognitive Processes, 14(3), 249-281. https://doi.org/10.1080/016909699386301
- Thom, E. E., & Sandhofer, C. M. (2009). More is more: The relationship between vocabulary size and word extension. Journal of Experimental Child Psychology, 104(4), 466–473. https://doi.org/10.1016/j.jecp.2009.07.004
Language: English
Page range: 82 - 119
Published on: Jul 16, 2021
Published by: University of Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Related subjects:
© 2021 Emily E. Russell, Mariel Kyger Doerfel, published by University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.