The use of nouns and verbs by Japanese children and their caregivers in book-reading and toy-playing contexts

Dados Bibliográficos

ID20366642
AutoresTamiko Ogura (Kobe University), Philip S Dale (0000-0002-7697-8510, University of Missouri), Yukie Yamashita, Toshiki Murase (Shimane University), Aki Mahieu
Ano2006
Volume33
Fascículo1
Páginas1-29
Data de publicação2006-02-01
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/s0305000905007270
PMID16566318
OpenAlexW2111735414
IdiomaEN
Citações recebidas27
Referências citadas20

Japanese provides a valuable contrast for crosslinguistic studies of noun and verb dominance in early child language, and the effect of input on the early lexicon. In this study, 31 Japanese children between 1;0 and 2;0 and their caregivers were recorded in two contexts: joint bookreading and play with toys. Context had the largest effect, as nouns were much more frequent in the book context. Noun dominance was constant across development in the book context, but in the toy context there was a shift away as children developed from single words through the presyntactic stage to the syntactic stage. Caregiver language was verb dominant in a number of respects across development in the toy context, and thus was not closely related to child lexical balance. We conclude that in early lexical development, all children have a conceptual disposition to learn nouns. With vocabulary growth and the emergence of grammar, the proportion of verbs increases substantially, and at this stage properties of the input language may influence development

Developmental psychology · Grammar · Language development · Lexicon · Linguistics · Noun · Verb · Vocabulary · Vocabulary development · Child and Animal Learning Development · History · Language Development and Disorders · Psychology · Reading and Literacy Development