Early Semantic Development:The Developing Lexicon

Question 1

“true first word” characteristics

Answer 1

(Oller 2007)

recognizability, appropriateness to context, conventionality of use

Question 2

Developmental stages

Answer 2

perlocutionary, illocutionary, locutionary

Question 3

Perlocutionary

Answer 3

“Preparing”; birth-8 months

eye contact, turn-taking and joint attention

Question 4

Illocutionary

Answer 4

“Intent to communicate”; 8-12 months gestures and jargon

Question 5

Locutionary

Answer 5

“First Word”; 12+ months utterance of first true words (phonological and semantic)

Question 6

Word classes:
Specific Nominals, 14%
General Nominals, 51%
Action Words, 14%
Modifiers, 9%
Personal-Social Words, 9%
Function Words, 4%

Answer 6

Specific names
General names
Describe actions
Qualities of things
Social expressive words (please)
Items that serve a grammatical function (what, is, for)

Question 7

Biases for efficient word learning

Answer 7

nameless category principle, principle of mutual exclusivity, whole object biases, principle of conventionality, principle of extendibilty, shape bias

Question 8

Nameless Category principle

Answer 8

A novel word will be taken as the name for a previously unnamed object.
Cup, comb, novel object (dax)

Question 9

Principle of Mutual Exclusivity

Answer 9

If a child already has a name for an object, it cannot receive another name
Cup, comb

Question 10

Whole object bias

Answer 10

Guides the child to infer that the word label refers to the entire object and not just a part or its motion.
Car

Question 11

Principle of conventionality

Answer 11

Children know that there are culturally agreed upon names for things and these names do not change

Question 12

Principles of extendibility

Answer 12

A word does not refer to only one object but rather a group of objects
A word will label all instances of an object if all of those instances have the same shape and/or function.

Question 13

Shape bias

Answer 13

Constrains word extension based on shared perceptual features of the original referent and the novel exemplar
Moon/ball

Question 14

Fast mapping

Answer 14

An initial association is made between word and referent.

A related phenomenon has been referred as QUIL (Quick Incidental Learning)

Question 15

Slow mapping

Answer 15

It is the process of enriching lexical-semantic representations after a word is fast mapped into memory.
It is enriched through increased frequency of exposure and/or richer quality of exposure

Question 16

Types of word errors

Answer 16

overextension, underextension

Question 17

Overextension

Answer 17

When a child uses a word too broadly to refer to referents that may be similar in perceptual feature or function.
Examples: calling a strange man “daddy”

Question 18

Underextension

Answer 18

These words have to narrow a meaning

The use of dog only when referring to a child’s dog and not other dogs

Question 19

Theories of extension errors

Answer 19

semantic feature and functional core hypothesis

Question 20

Semantic Feature Hypothesis

Answer 20

Children classify and organize referents in terms of perceptual features such as size, shape, animacy, and texture.
Ball-moon

Question 21

Functional Core Hypothesis

Answer 21

Words are overextended because of the actions or functions performed on objects rather than the perceptual features of the referents
“rake” for “sweeping”

Question 22

Naming Errors

Answer 22

Superordinate–> ordinate–> subordinate

Question 23

Working memory

Answer 23

Long term memory is stored after learning, is involved in active, online processing of information
It allows for temporary storage of information while it is being manipulated or processed; has a limited capacity of resources as to where the information is directed; is the system used to make sense of new information and to integrate new information with known information stored in LTM

Question 24

Phonological loop

Answer 24

Encodes, maintains, and manipulates speech-based input

It is critical for vocabulary development

Question 25

Visuo-spatial sketchpad

Answer 25

Manipulates visual information for visual recognition and orientation of stimuli

Question 26

central executor

Answer 26

Modulates attention to each type of information

Question 27

Episodic buffer

Answer 27

Provides a place for integration of information to occur after the initial processing; allows temporary representations to be integrated (new and old information)

Question 28

decontextualization

Answer 28

gradual distancing of a symbol from the original referent learning context; important for spoken and written language, social, emotional and academic success

Question 29

naming explosion

Answer 29

nominal insight or vocabulary spurt

Question 30

phonetically consistent forms

Answer 30

Stabile vocalizations used to reference a specific event, object, or situation; not true words
Affect, instrumental or indicating expression
Ex. /nana nana/ /uh/ /ba/