word learning Flashcards
what is quine (1960) mapping problem?
pointing and naming objects can lead to underextension and overextension
what did goldin-meadow et al (1976) discover about comprehension?
2 year olds comprehend 2-3x more words than they can produce
at what age do bergelson & swingley (2012;2013) say children start comprehending nouns and verbs?
comprehend nouns at 6 months and verbs at 10 months
what did nelson (1973) discover about early noun bias?
40% of children’s first 50 words are nouns, even in verb-friendly languages
what is tomasello’s (2003) socially mediated word learning?
words are easier to learn if the teacher’s social intentions are clear
how does socially mediated word learning link with early noun bias?
social intentions are clearer with nouns
what are the two main production errors?
underextension and overextension
what did rescorla (1980) say is the most common production error?
overextension
what is gentner’s (1982) natural partitions hypothesis?
nouns are easier to identify in space and time than verbs
what are the 4 innate constraints to language learning?
- object constraint
- whole object constraint
- principle of contrast
- mutual exclusivity
what is gentner’s (1982) object constraint?
infants assume words refer to objects
what is markman’s (1991) whole object constraint?
infants assume a word refers to the whole object and not it’s parts
what is clark’s (1995) principle of contrast?
no two words have exactly the same meaning
what is markman’s (1988) mutual exclusivity?
infants assume objects only have one name
what is gleitman’s (1990) syntactic bootstrapping hypothesis?
infants rely on syntax to determine the meaning of words
what did brown (1957) discover in their ‘sib’ experiment?
infants used syntax to determine the meaning of ‘to sib’, ‘a sib’ and ‘sib’
what did gelman & markman (1985) find in their ‘fep’ experiment?
4 year olds pick different objects of same category for adjectives ‘the fep one’ and pick different objects for nouns ‘the fep’
what did waxman & booth (2001) discover about categories and properties?
children extend nouns to categories but not properties, but do not extend adjectives to categories or properties
when do structural cues appear?
early for nouns but later for other words
what did naigles (1990) discover about verbs?
2 year olds use structural cues to narrow down verb meanings
what is tomasello’s (2003) socio-pragmatic approach?
children learn words and meaning from pragmatic cues in the environment
how do pragmatic cues help word learning?
they remove ambiguity from words
what does the socio-pragmatic approach say is needed instead of innate constraints?
socio-cognitive skills and interaction with the environment
in which 2 ways does the socio-pragmatic approach say word learning is constrained?
the structured social world (routines, games) and the socio-cognitive skills infants have (joint attention, intention reading)
how do ratner & bruner (1978) say infants learn language?
they learn almost all language from cultural routines (books, feeding)
how do lieven et al (1994) say infants learn language?
they learn language from familiar contexts
how does intention reading help language learning?
world learning occurs when infants attempt to interpret the communicative intent of others
what did baldwin (1993) say about shared common ground?
it reduces the number possible referents
what did tomasello & barton (1994) discover about novel referents?
infants understand novel referent refers to the object the adult is looking for rather than ones they have rejected
what did tomasello & kruger (1992) discover about anticipation?
infants interpret adults anticipation of what will happen and learn verbs relating to the anticipated action
what did tomasello & barton (1994) discover about accidental and intentional actions?
infants can differentiate between accidental and intentional actions when learning about verbs
