scholarly journals Differentiating word learning processes may yield new insights – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 51-55 ◽  
Author(s):  
HOLLY L. STORKEL
Keyword(s):  
Young Children ◽  
Cognitive Processes ◽  
Word Learning ◽  
Learning Processes ◽  
Lexical Acquisition ◽  
Phonological Development ◽  
Connectionist Models ◽  
Lexical Development ◽  
Learning Research ◽  
The Relationship

Stoel-Gammon (this issue) states that ‘from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development’ (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic measures of the phonological and lexical systems (e.g. production accuracy, number of words known). Stoel-Gammon suggests a number of important avenues to pursue, but does not discuss a critical one that is emerging in the broader literature on word learning. Specifically, recent connectionist models and adult word learning research provide evidence that greater differentiation of the cognitive processes that underlie word learning yields new insights (Leach & Samuel, 2007). This approach may be fruitful for future investigations of the relationship between phonological and lexical development in young children.

Interactions between lexical and phonological development: cross-linguistic and contextual considerations – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 69-74 ◽  
Author(s):  
KATHERINE DEMUTH
Keyword(s):  
Young Children ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Additional Insight ◽  
Lexical Development ◽  
Linguistic Research ◽  
Early Use ◽  
The Relationship ◽  
Insight Into ◽  
Phonological System

Stoel-Gammon (this issue) provides a welcome addition to the phonological acquisition literature, bringing together insights from long-standing and more recent research to address the relationship between the developing phonological system and the developing lexicon. A growing literature on children's early use of words across languages and phonological contexts provides additional insight into the nature of the interactions between phonological and lexical development, suggesting that learners' knowledge and connection of the two may develop much earlier than often thought. This commentary highlights some of these exciting results from recent cross-linguistic research on development between the ages of 1 and 3.

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 41-45 ◽  
Author(s):  
MARILYN VIHMAN ◽  
TAMAR KEREN-PORTNOY
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Current Work ◽  
Phonological Development ◽  
Phonological Learning ◽  
Production Practice ◽  
The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

Conclusion

2019 ◽  
pp. 262-276
Author(s):  
Marilyn May Vihman
Keyword(s):  
Word Learning ◽  
Phonological Development ◽  
Lexical Development ◽  
Template Model ◽  
System Building ◽  
Theoretical Approaches ◽  
Data Analyses ◽  
Prosodic Structures

This chapter reviews the phases of early phonological and lexical development, based on the analyses of early words and prosodic structures (Chs. 3, 4), templatic patterns (Chs. 3, 5, 6), and the replacement of templates by more adult-like forms (Ch. 6). The role of memory in the process of template formation is discussed, contrasting the template model of lexical development with other theoretical approaches. The emergence of system-building is then related to the discussion (Ch. 1) of current studies in adult word learning and the distinction between lexical configuration and lexical engagement. In a brief account of current models of phonological development particular attention is given to the recently disseminated A-map model, which emphasizes accuracy and child-to-adult continuity within an Optimality Theoretic perspective. In a concluding section the function of adult and child templates is discussed again, highlighting the similarities observed in our data analyses (Ch. 8).

Mechanisms linking phonological development to lexical development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 46-50 ◽  
Author(s):  
ERIKA HOFF ◽  
MARISOL PARRA
Keyword(s):  
Young Children ◽  
Child Language ◽  
Phonological Development ◽  
Lexical Development ◽  
Target Article ◽  
Wide Range ◽  
Development Of Language ◽  
Time Accuracy ◽  
Prevailing View

When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern study of child language, one of the criteria was the intelligibility of their speech (Brown, 1973). According to the prevailing view at the time, accuracy of pronunciation was a peripheral phenomenon that had nothing to do with the development of languagequalanguage. So why not study children who were easy to transcribe? One reason why not, according to Stoel-Gammon (SG; this issue), is that the difficulty of accurately producing sounds influences the words children acquire and the rate at which they acquire them. (It's true that Roger Brown's focus was on the child's acquisition of morphosyntax, but articulation was assumed to be peripheral to everything back then.) This interaction between the articulatory skill of children and phonological properties of words is just one of the mutual influences between phonology and the lexicon SG describes. In her target article, SG brings together data from a wide range of investigations to build an account of how phonology and the lexicon interact in development.

Reference

1998 ◽  
Vol 6 (1-2) ◽  
pp. 229-243 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Young Children ◽  
Word Learning ◽  
Social Cognitive ◽  
Learning Processes ◽  
Cultural Learning ◽  
The Social ◽  
Symbolic Gestures ◽  
Child Gesture

My approach to reference focuses on naturally occuring processes of communication, and in particular on children's earliest referential activities. I begin by describing three different kinds of child gesture — ritualizations, deictics, and symbolic gestures — and then proceed to examine young children's early word learning. The account focuses on the joint attentional situations in which young children learn their earliest gestures and linguistic symbols and on the social-cognitive and cultural learning processes involved in the different cases.

Words in discourse: a dialectical approach to the acquisition of meaning and use

1994 ◽  
Vol 21 (2) ◽  
pp. 367-389 ◽  
Author(s):  
Elena Levy ◽  
Katherine Nelson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Observational Data ◽  
Word Learning ◽  
Full Range ◽  
Private Speech ◽  
Lexical Acquisition ◽  
Older Children ◽  
Dialectical Approach ◽  
Dialectical Process

ABSTRACTWord learning by young children is viewed as a problem of deriving meaning from the use of forms in discourse contexts. Uses of causal and temporal terms in private speech by a child studied longitudinally from 1;9 to 3;0 are analysed from this perspective. Evidence is presented that words are first constrained to uses in specific discourse contexts, and later used more flexibly and with greater control over the semantics of the terms. Derivation of meaning from discourse is described as a dialectical process, and as such it is claimed to be more consistent with the full range of observational data, and with theories of word learning applicable to older children and adults, than other current theories of lexical acquisition in early childhood.

Lexical Development and Retrieval in Treating Children Who Stutter

2004 ◽  
Vol 35 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Nancy E. Hall
Keyword(s):  
Word Learning ◽  
Language Skills ◽  
Lexical Acquisition ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Assessment And Treatment ◽  
Treatment Considerations

This article describes the role of lexical acquisition in stuttering by examining the research on word learning and interactions between semantics and syntax in typically developing children and children who stutter. The potential effects of linguistic mismatches, or dysynchronies in language skills, on the possible onset and development of stuttering are discussed. The article concludes with assessment and treatment considerations.

Patterns of early lexical and phonological development

1984 ◽  
Vol 11 (2) ◽  
pp. 247-271 ◽  
Author(s):  
Carol Stoel-Gammon ◽  
Judith A. Cooper
Keyword(s):  
Detailed Analysis ◽  
Lexical Acquisition ◽  
Phonological Development ◽  
Lexical Selection ◽  
The Relationship

ABSTRACTThis paper presents a detailed analysis of early lexical and phonological development in three children. The study covers the period from late babbling through the acquisition of 50 conventional words and focuses on: (1) the relationship between prelinguistic and linguistic vocalizations; (2) phonological development after the onset of speech; (3) patterns of lexical selection; (4) rate of lexical acquisition; and (5) use of invented words. The findings reveal that while the prelinguistic utterances of the children were similar, there was extensive inter-subject variation after the onset of meaningful speech, particularly in the segmental and syllabic forms of word productions, patterns of lexical selection, rate of lexical acquisition, and use of invented words.

scholarly journals Word learning and lexical development across the lifespan

2009 ◽  
Vol 364 (1536) ◽  
pp. 3607-3615 ◽  
Author(s):  
M. Gareth Gaskell ◽  
Andrew W. Ellis
Keyword(s):  
Word Learning ◽  
Reading Skills ◽  
Theme Issue ◽  
Lexical Development ◽  
Research Areas ◽  
Wide Range ◽  
Recent Developments ◽  
Core Components ◽  
Infant Language ◽  
The Relationship

Word learning is one of the core components of language acquisition. In this article, we provide an overview of the theme issue on word learning, describing some of the ways in which research in the area has progressed and diverged. In recent years, word learning has become central in a wider range of research areas, and is important to research on adult, as well as child and infant language. We introduce 10 papers that cover the recent developments from a wide range of perspectives, focusing on developmental research, the influence of reading skills, neuroimaging and the relationship between word learning and general models of memory.

scholarly journals Lexicon–phonology relationships and dynamics of early language development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 35-40 ◽  
Author(s):  
JAN EDWARDS ◽  
BENJAMIN MUNSON ◽  
MARY E. BECKMAN
Keyword(s):  
Young Children ◽  
Language Development ◽  
Future Research ◽  
Phonological Development ◽  
Early Language ◽  
Phonological Representations ◽  
Comprehensive Account ◽  
Early Language Development ◽  
Child Centered ◽  
The Relationship

We applaud Stoel-Gammon's (this issue) call for a more comprehensive account of the relationship between lexicon and phonology, and we strongly endorse her suggestions for future research. However, we think that it will not be enough simply to integrate findings and methods from the adult-centered and child-centered literatures. Both of these literatures suggest that we need to rethink standard assumptions about what phonological representations are and how they emerge to support the very large vocabularies that speakers develop over the course of a lifetime. Our commentary focuses on three themes relevant to this reconceptualization.

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