lexical development

Question 1

are words arbitrary?

Answer 1

YES, no real phonetic similarity

Question 2

words that are not arbitrary are…

Answer 2

onomatopoeic! choo choo woof

Question 3

underextensions

Answer 3

using words with a range of meanings narrower than the meaning of the word

Question 4

over extensions

Answer 4

a type of error in children’s early word usage that seems to reflect an overly inclusive meaning

Question 5

do over extensions reflect incomplete categorization skills?

Answer 5

according to naigles study, children have a semantic category so NO

Question 6

first 50 words are mostly,

Answer 6

NOUNS “the noun bias”

Question 7

substantive words

Answer 7

S words are ones that children encounter alot in their environment and are at BASIC levels rather than subordinate.

• the are more conrete vs abstract
• conform to the childs interests

Question 8

relative words

Answer 8

refer to relations between objects and events

- location, posession, number, existence, non existence, agent action etc

Question 9

quinian mapping hypothesis

Answer 9

the ability to know and learn words with minimal exposure (fast mapping)
-assume label applied to OBJECT not an ATTRIBUTE, shows assumptions are constrained

Question 10

joint attention role in pragmatics

Answer 10

mapping problem may be aided by JA

• children understand other peoples intentions
• mindreading

Question 11

vocabulary spurt

Answer 11

occurs on avg 18 mos, occurs as productive lexicon approached 50 word pt

Question 12

meanings of words- prototype theory

Answer 12

children acquire core concepts/categories and are likely to include a member in that category when the exemplar is prototypical of the category- then generalizes new objects based on similarity to prototype

Question 13

principle of reference

Answer 13

TIER 1- children understand things have names

Question 14

principle of extendability

Answer 14

TIER 1- extend label to similar instances

Question 15

object scope

Answer 15

TIER 1- words map to objects and not actions

Question 16

principle of categorical scope

Answer 16

TIER 2- begin using categorical knowledge to guide ability to learn words (shape bias- name things that are round in same category)

Question 17

N3C/mutual exclusivity

Answer 17

description of behavior

Question 18

multiple cues model

Answer 18

throughout development child attends to cues or weights cues differently

Question 19

MCM time 1

Answer 19

temporal contiguity- in time and place things are different

Question 20

MCM time 2

Answer 20

eye gaze, social context- pragmatics

Question 21

MCM time 3

Answer 21

grammar, morphology- syntax

Question 22

parental input effect on word learning

Answer 22

• parent labeling tends to be tailored to child’s categorical level
• cultural differences
• environment
• cds