Individual differences in early vocabulary development: redefining the referential-expressive distinction

1992 ◽  
Vol 19 (2) ◽  
pp. 287-310 ◽  
Author(s):  
Elena V. M. Lieven ◽  
Julian M. Pine ◽  
Helen Dresner Barnes
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Language Development ◽  
Relative Proportion ◽  
Vocabulary Development ◽  
Alternative Route ◽  
Early Language ◽  
Simple Scheme ◽  
Stylistic Variation ◽  
Early Language Development

ABSTRACTThe existence of stylistic variation between children in the early stages of language acquisition has been most frequently studied using Nelson's 0973) referential—expressive distinction. While the use of this distinction has generated a great deal of interesting research, there are a number of major problems associated with it. The present study presents a simple scheme, based on formal categories, for coding stylistic variation in the early lexicon. When applied to the first 50 and 100 words of 12 children collected between 0; 11 and 2; 3, the major dimensions of difference are found to be the relative proportion of common nouns and the relative proportion of frozen phrases. Moreover, the proportion of frozen phrases is also found to be significantly positively related to children's early productivity, suggesting that, rather than being a ‘deadend’ in early language development, the acquisition of frozen phrases may provide an alternative route into multiword speech.

scholarly journals How arbitrary is language?

2014 ◽  
Vol 369 (1651) ◽  
pp. 20130299 ◽  
Author(s):  
Padraic Monaghan ◽  
Richard C. Shillcock ◽  
Morten H. Christiansen ◽  
Simon Kirby
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Large Scale ◽  
Vocabulary Development ◽  
Corpus Analysis ◽  
Early Language ◽  
Early Stages ◽  
Early Language Development ◽  
The Relationship

It is a long established convention that the relationship between sounds and meanings of words is essentially arbitrary—typically the sound of a word gives no hint of its meaning. However, there are numerous reported instances of systematic sound–meaning mappings in language, and this systematicity has been claimed to be important for early language development. In a large-scale corpus analysis of English, we show that sound–meaning mappings are more systematic than would be expected by chance. Furthermore, this systematicity is more pronounced for words involved in the early stages of language acquisition and reduces in later vocabulary development. We propose that the vocabulary is structured to enable systematicity in early language learning to promote language acquisition, while also incorporating arbitrariness for later language in order to facilitate communicative expressivity and efficiency.

Preverbal infants experience sound-shape correspondences

2012 ◽  
Vol 25 (0) ◽  
pp. 204
Author(s):  
Alan M. Slater ◽  
Dina Lew ◽  
Gavin Bremner ◽  
Peter Walker
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Perceptual Learning ◽  
Important Case ◽  
Object Naming ◽  
Early Language ◽  
Early Language Development ◽  
Crossmodal Associations ◽  
Preverbal Infants ◽  
Familiar Objects

One of the most important crossmodal associations is between vision and sound, and we know that such bimodal information is of great importance in perceptual learning. Many crossmodal relationships are non-arbitrary or ‘natural’, and a particularly important case is object naming. While many object-name relationships are arbitrary, others are not. The clearest examples are known as onomatopoeia — the cuckoo and the kittiwake are named after the sounds they make. And a striking demonstration that such effects extend beyond onomatopoeic naming of familiar objects concerns shapes. When adults are shown two shapes, one angular and one with rounded contours, and given the words ‘Takete’ and ‘Maluma’ they will invariably associate ‘Takete’ with the angular shape, and ‘Maluma’ with the rounded shape. This effect was first described by Kohler in 1947, and there have been recent demonstrations of the effect with adults and young (3-year-old) children. Several researchers have suggested that these non-arbitrary associations may be of great importance in that they may influence and ‘bootstrap’ the infant’s early language development, particularly the learning of words for objects. If this is so, such associations should be present prior to language acquisition, and we describe three experiments which demonstrate such relationships in preverbal, 3–5-month-old infants, using random shapes, such as those in the figure, and angular and rounded face-like stimuli.

Referential style and maternal directiveness: Different measures yield different results

1994 ◽  
Vol 15 (2) ◽  
pp. 135-148 ◽  
Author(s):  
Julian M. Pine
Keyword(s):  
Language Development ◽  
Maternal Behavior ◽  
Vocabulary Development ◽  
Fixed Number ◽  
Actual Rate ◽  
Early Language ◽  
Stylistic Variation ◽  
Precise Nature ◽  
The Relationship ◽  
Negative Relationships

ABSTRACTSince the publication of Nelson's (1973) monograph, a number of studies have documented negative relationships between referential style and some form of maternal directiveness. However, the precise nature of these relationships is still far from clear. The present study represents an attempt to resolve this confusion by investigating the relationship between different measures of maternal directiveness and different measures of referential style in the same group of eight mother–infant dyads. A distinction is made, first, between attentional directiveness and behavioral directiveness, and, second, between referential vocabulary measures based on a fixed number of vocabulary items (i.e., 50 words) and measures taken at particular age points (in this case, 1;4). Correlational analysis of these different measures shows not only that attentional and behavioral directiveness are not significantly related, but also that they are differentially predictive of different measures of referential style. Attentional directiveness is significantly related to referential style at 1;4, but not to referential style at 50 words; behavioral directiveness is significantly related to referential style in the child's subsequent 50 words, but not to referential style at 1;4. These findings suggest that, although the attentional regulation hypothesis may be potentially useful in explaining differences in children's actual rate of vocabulary development, it may be less valuable as a means of explaining stylistic variation in early vocabulary composition. This conclusion underlines the need to distinguish relationships between mothers' interactional behavior and stylistic variation in their children's early language from more general effects of maternal behavior on children's overall rate of language development.

Transitional phenomena in early language acquisition

1976 ◽  
Vol 3 (1) ◽  
pp. 13-28 ◽  
Author(s):  
John Dore ◽  
Margery B. Franklin ◽  
Robert T. Miller ◽  
Andrya L. H. Ramer
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Theoretical Framework ◽  
Early Language ◽  
Systematic Treatment ◽  
Transitional Phenomena ◽  
Early Language Development ◽  
Grammatical Categories ◽  
Cognitive Linguistic ◽  
Transitional Phase

ABSTRACTTwo transitional phases in the child's early language development are described; the first occurs between prelinguistic vocalization and one-word speech and the second between one-word and patterned speech. Cognitive, linguistic and affective inputs to the acquisition of reference and syntax are discussed in the light of the transitional phenomena that were found. We claim that each major linguistic stage is preceded by a transitional phase which serves as a bridging device for the next major acquisition; that sound and meaning develop partly independently in language development; and that the child's earliest patterned speech is not organized in terms of knowledge of grammatical categories, but in terms of more fundamental coordinations of conceptual meanings with phonetic outputs. A theoretical framework is proposed which provides a more systematic treatment of transitional phenomena than has previously been provided. The framework allows for interpretations of transitional phenomena and of their relations to the milestone periods of early language development.

Lexical segmentation and vocabulary growth in early language acquisition

1993 ◽  
Vol 20 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Kim Plunkett
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Speech Signal ◽  
Vocabulary Development ◽  
Language Learner ◽  
Early Language ◽  
Vocabulary Growth ◽  
Lexical Segmentation ◽  
Mean Length Of Utterance ◽  
Segmentation Problem

ABSTRACTThe identification of appropriate lexical segmentations of the speech signal constitutes a problem for the language learner and the child language researcher alike. Articulatory precision and fluency criteria for identifying formulaic expressions, sub-lexical forms and target lexemes in linguistic productions are defined and applied to the analysis of two Danish children's language development between the ages of 1;0 and 2;0. The results of this analysis are compared to the results of applying standard distributional and frequency criteria in the tabulation of mean length of utterance and vocabulary profiles for both standard and nonstandard lexical segmentations. It is argued that although the two methods yield converging profiles of development during the latter part of the period studied, articulatory precision and fluency criteria offer a more powerful tool for identifying alternative segmentation strategies in early language acquisition. Profiles of vocabulary development for these two children suggest that the solution to the segmentation problem may be an important trigger for their vocabulary spurts.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

Gestural Communication in Deaf Children: The Effects and Noneffects of Parental Input on Early Language Development

1984 ◽  
Vol 49 (3/4) ◽  
pp. 1 ◽  
Author(s):  
Susan Goldin-Meadow ◽  
Carolyn Mylander ◽  
Jill de Villiers ◽  
Elizabeth Bates ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Deaf Children ◽  
Gestural Communication ◽  
Early Language ◽  
Early Language Development ◽  
Parental Input
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