Event knowledge and early language acquisition

Dados Bibliográficos

ID20366244
AutoresMichael Jeffrey Farrar, Malcolm Friend (0000-0002-5477-041X, University of Florida), Margaret J Friend, James N Forbes (University of Florida)
Ano1993
Volume20
Fascículo3
Páginas591-606
Data de publicação1993-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Child Language (JOURNAL)
Identificadores do periódicoISSN: 0305-0009 • E-ISSN: 1469-7602
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000900008497
PMID8300777
OpenAlexW2128764057
IdiomaEN
Citações recebidas3
Referências citadas12

The role of event knowledge in early language acquisition was investigated. Thirteen two-year-olds were observed interacting with their mothers over a five-week period. During weekly observational sessions, dyads interacted in both a familiar-event context and an unfamiliar-event context. Events were represented by complex toys (e.g. airport, marina, etc.). In the familiar-event, dyads interacted with the same event-toy during each observation period. In the unfamiliar-event, these same dyads interacted with a different novel toy during each observation period. The results indicated that children's increasing event knowledge facilitated their language development. Specifically, children's lexical type use, action verb use, and MLU increased in the familiar-event, but remained unchanged in the unfamiliar-event. Event knowledge also facilitated children's lexical token use. Results are discussed in terms of the role of event knowledge in language acquisition

Cognitive psychology · Developmental psychology · Language acquisition · Language development · Linguistics · Verb · Child and Animal Learning Development · Communication · Educational and Psychological Assessments · History · Language Development and Disorders · Psychology