Object naming and later lexical development: From baby bottle to beer bottle
Despite arguments for the relative ease of learning common noun meanings, semantic development continues well past the early years of language acquisition even for names of concrete objects. We studied evolution of the use of common nouns during later lexical development. Children aged 5–14 years an...
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Veröffentlicht in: | Journal of memory and language 2008-02, Vol.58 (2), p.262-285 |
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description | Despite arguments for the relative ease of learning common noun meanings, semantic development continues well past the early years of language acquisition even for names of concrete objects. We studied evolution of the use of common nouns during later lexical development. Children aged 5–14 years and adults named common household objects and their naming patterns were compared. Children showed a gradual convergence to the adult categories through addition of new words to the vocabulary as well as extended reorganizations of existing categories. Different theories of early lexical development make competing proposals about the differences in featural knowledge that result in discrepancies from adult word use. To evaluate these theories with respect to later lexical development, we used features collected from adults and children to predict the naming patterns of the different age groups. Consistent with [Mervis, C. B. (1987). Child-basic object categories and early lexical development. In U. Neisser (Ed.),
Concepts and conceptual development: ecological and intellectual factors in categorisation (pp. 201–233). Cambridge: Cambridge University Press], children gradually learned to attend to the adult feature sets and to assign the features the appropriate weights. A sorting task showed that, furthermore, evolution of general conceptual knowledge as well as word-specific knowledge contributes to the convergence. We discuss implications for developing a theory of later lexical development. |
doi_str_mv | 10.1016/j.jml.2007.01.006 |
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Concepts and conceptual development: ecological and intellectual factors in categorisation (pp. 201–233). Cambridge: Cambridge University Press], children gradually learned to attend to the adult feature sets and to assign the features the appropriate weights. A sorting task showed that, furthermore, evolution of general conceptual knowledge as well as word-specific knowledge contributes to the convergence. We discuss implications for developing a theory of later lexical development.</description><identifier>ISSN: 0749-596X</identifier><identifier>EISSN: 1096-0821</identifier><identifier>DOI: 10.1016/j.jml.2007.01.006</identifier><identifier>CODEN: JMLAE6</identifier><language>eng</language><publisher>San Diego, CA: Elsevier Inc</publisher><subject>Adolescent ; Adults ; Age Groups ; Biological and medical sciences ; Child ; Child development ; Children ; Cognition & reasoning ; Developmental psychology ; Early Adolescents ; Feature-based theories ; Fundamental and applied biological sciences. Psychology ; Language Acquisition ; Later lexical development ; Names ; Naming ; Nouns ; Object naming ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Semantics ; University Presses ; Vocabulary Development</subject><ispartof>Journal of memory and language, 2008-02, Vol.58 (2), p.262-285</ispartof><rights>2007 Elsevier Inc.</rights><rights>2008 INIST-CNRS</rights><rights>Copyright © 2008 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c472t-c5123d5662046383d992d0ca8db7d1f836ec012b9c3fedcec67d24d4781c2b273</citedby><cites>FETCH-LOGICAL-c472t-c5123d5662046383d992d0ca8db7d1f836ec012b9c3fedcec67d24d4781c2b273</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0749596X07000162$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3536,27903,27904,65309</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ785550$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20119306$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Ameel, Eef</creatorcontrib><creatorcontrib>Malt, Barbara</creatorcontrib><creatorcontrib>Storms, Gert</creatorcontrib><title>Object naming and later lexical development: From baby bottle to beer bottle</title><title>Journal of memory and language</title><description>Despite arguments for the relative ease of learning common noun meanings, semantic development continues well past the early years of language acquisition even for names of concrete objects. We studied evolution of the use of common nouns during later lexical development. Children aged 5–14 years and adults named common household objects and their naming patterns were compared. Children showed a gradual convergence to the adult categories through addition of new words to the vocabulary as well as extended reorganizations of existing categories. Different theories of early lexical development make competing proposals about the differences in featural knowledge that result in discrepancies from adult word use. To evaluate these theories with respect to later lexical development, we used features collected from adults and children to predict the naming patterns of the different age groups. Consistent with [Mervis, C. B. (1987). Child-basic object categories and early lexical development. In U. Neisser (Ed.),
Concepts and conceptual development: ecological and intellectual factors in categorisation (pp. 201–233). Cambridge: Cambridge University Press], children gradually learned to attend to the adult feature sets and to assign the features the appropriate weights. A sorting task showed that, furthermore, evolution of general conceptual knowledge as well as word-specific knowledge contributes to the convergence. We discuss implications for developing a theory of later lexical development.</description><subject>Adolescent</subject><subject>Adults</subject><subject>Age Groups</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Developmental psychology</subject><subject>Early Adolescents</subject><subject>Feature-based theories</subject><subject>Fundamental and applied biological sciences. 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Concepts and conceptual development: ecological and intellectual factors in categorisation (pp. 201–233). Cambridge: Cambridge University Press], children gradually learned to attend to the adult feature sets and to assign the features the appropriate weights. A sorting task showed that, furthermore, evolution of general conceptual knowledge as well as word-specific knowledge contributes to the convergence. We discuss implications for developing a theory of later lexical development.</abstract><cop>San Diego, CA</cop><pub>Elsevier Inc</pub><doi>10.1016/j.jml.2007.01.006</doi><tpages>24</tpages></addata></record> |
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subjects | Adolescent Adults Age Groups Biological and medical sciences Child Child development Children Cognition & reasoning Developmental psychology Early Adolescents Feature-based theories Fundamental and applied biological sciences. Psychology Language Acquisition Later lexical development Names Naming Nouns Object naming Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Semantics University Presses Vocabulary Development |
title | Object naming and later lexical development: From baby bottle to beer bottle |
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