Joint-attentional states and lexical acquisition at 18 months.

1993 ◽  
Vol 29 (5) ◽  
pp. 827-831 ◽  
Author(s):  
Philip J. Dunham ◽  
Frances Dunham ◽  
Ann Curwin
Keyword(s):  
Lexical Acquisition

Acoustic Variation and Lexical Acquisition

2001 ◽  
Vol 51 (4) ◽  
pp. 563-590 ◽  
Author(s):  
Joe Barcroft
Keyword(s):  
Lexical Acquisition ◽  
Acoustic Variation

Unsupervised spatial lexical acquisition by updating a language model with place clues

2018 ◽  
Vol 99 ◽  
pp. 166-180 ◽  
Author(s):  
Akira Taniguchi ◽  
Tadahiro Taniguchi ◽  
Tetsunari Inamura
Keyword(s):  
Language Model ◽  
Lexical Acquisition

Early Lexical Acquisition in Children with Specific Language Impairment

1982 ◽  
Vol 25 (4) ◽  
pp. 554-564 ◽  
Author(s):  
Laurence B. Leonard ◽  
Richard G. Schwartz ◽  
Kathy Chapman ◽  
Lynne E. Rowan ◽  
Patricia A. Prelock ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Normal Children ◽  
Linguistic Development ◽  
Specific Language ◽  
Language Impaired ◽  
Similar Tendency

This study examined the characteristics of early lexical acquisition in children with specific language impairment. Sixteen unfamiliar words and referents were exposed across 10 sessions to language-impaired and normal children matched for level of linguistic development. Posttesting revealed similar comprehension-production gaps in the two groups of children. In addition, both groups showed greater comprehension and production of words referring to objects than words referring to actions. However, the language-impaired children's object word bias was not as marked as that of the normal children. For both groups, words containing initial consonants within the children's production repertoires were more likely to be acquired in production than words containing consonants absent from the children's phonologies. A similar tendency was not seen for comprehension.

Lexical Imitation and Acquisition in Language-Impaired Children

1985 ◽  
Vol 50 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Richard G. Schwartz ◽  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Specific Language ◽  
Language Impaired ◽  
Impaired Children ◽  
Novel Words

This investigation examined the influence of unsolicited lexical imitation on the comprehension and on the production of novel words by language-impaired children. Subjects were 13 children (2:8–3:1) exhibiting specific language impairment who were presented with 16 unfamiliar words referring to unfamiliar objects or actions over 10 experimental sessions. Unsolicited imitations appeared to facilitate subsequent production of these words on a posttest. This effect was greatest when these words were also produced spontaneously prior to the posttest. Words that were produced imitatively and spontaneously also appeared more frequently in spontaneous usage than words that were only produced spontaneously. No relationship between such imitations and comprehension was observed. These findings suggest that unsolicited imitations benefit children's lexical acquisition primarily by providing them with additional opportunities to produce words that are in the process of being established in their expressive lexicons.

scholarly journals The Role of Embodied Intention in Early Lexical Acquisition

2005 ◽  
Vol 29 (6) ◽  
pp. 961-1005 ◽  
Author(s):  
Chen Yu ◽  
Dana H. Ballard ◽  
Richard N. Aslin
Keyword(s):  
Lexical Acquisition

Innateness, abstract names, and syntactic cues in How Children Learn the Meanings of Words

2001 ◽  
Vol 24 (6) ◽  
pp. 1107-1108
Author(s):  
Heidi Harley ◽  
Massimo Piattelli-Palmarini
Keyword(s):  
State Of The Art ◽  
The State ◽  
Lexical Acquisition ◽  
Syntactic Cues

Bloom masterfully captures the state-of-the-art in the study of lexical acquisition. He also exposes the extent of our ignorance about the learning of names for non-observables. HCLMW adopts an innatist position without adopting modularity of mind; however, it seems likely that modularity is needed to bridge the gap between object names and the rest of the lexicon.

Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children

2012 ◽  
Vol 40 (4) ◽  
pp. 799-820 ◽  
Author(s):  
GAYLE HEMSLEY ◽  
ALISON HOLM ◽  
BARBARA DODD
Keyword(s):  
Word Type ◽  
Lexical Acquisition ◽  
Bilingual Children ◽  
Conceptual Representation ◽  
Expressive Vocabulary ◽  
Learning Patterns ◽  
English Bilingual ◽  
Key Factor ◽  
Conceptual Shift ◽  
L1 And L2

ABSTRACTThis study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan–English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.

Sign in / Sign up

Export Citation Format

Share Document