Multiple Labels for Objects in Conversations With Young Children
Parents' Language and Children's Developing Expectations About Word Meanings
Bibliographic Data
| ID | 9795451 |
|---|---|
| Authors | Maureen A Callanan (0000-0003-2676-4001, University of California, Santa Cruz, corresponding author), Mark A Sabbagh (0000-0003-2938-6288, Queen's University) |
| Year | 2004 |
| Volume | 40 |
| Issue | 5 |
| Pages | 746-763 |
| Publication date | 2004-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.40.5.746 |
| PMID | 15355163 |
| OpenAlex | W2124472107 |
| Language | EN |
| Citations received | 20 |
| References cited | 48 |
Children sometimes seem to expect words to have mutually exclusive meanings in certain contexts of early word learning. In 2 studies, 12- to 24-month-old children and their parents were videotaped as they engaged in conversations while playing with sets of toys (sea creatures, vehicles, doll clothing) in free-play, storytelling, and categorization contexts. In both studies, parents demonstrated a reliable preference to provide just 1 label for a given object. Importantly, parents' violations of this preference were usually accompanied by clarifying (or "bridging") information that either indicated the relation between the 2 labels or suggested that 1 of the labels was appropriate. Further, in some contexts, parents' tendency to use multiple labels and to provide bridging information for multiple labels was correlated with children's productive vocabulary. It is argued that these findings support a socio-pragmatic hypothesis about the origins of children's early beliefs about word meanings
Bridging (networking · Categorization · Cognitive psychology · Comprehension · Creatures · Developmental psychology · Language development · Lexicon · Linguistics · Object (grammar · Preference · Teaching method · Vocabulary · Vocabulary development · Word learning · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development · Social Psychology
Young children's expectation of competence in word learning
Toddlers learn words in a foreign language
English-hearing toddlers learn words from consistent and variable labels
Чувствительность к коммуникативному контексту у детей 3 и 4 лет при усвоении ими значений новых слов
Putting Mutual Exclusivity in Context
Explaining the disambiguation effect
Differences in how monolingual and bilingual children learn second labels for familiar objects
Parents’ talk about conceptual categories with infants
Parents' use of conventional and unconventional labels in conversations with their preschoolers
Learning words from labeling and directive speech
Parents’ object labeling
Adult offer, word-class, and child uptake in early lexical acquisition
Parent–child talk about motion
Disambiguation of novel labels and referential facts
Conventionality in family conversations about everyday objects
What I don’t know won’t hurt you
What's in a manner of speaking? Children's sensitivity to partner-specific referential precedents
Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years
The Principles of Conventionality and Contrast in Word Learning
Young children's uptake of new words in conversation
How Children Learn the Meanings of Words
Rule Learning by Seven-Month-Old Infants
Children's use of mutual exclusivity to constrain the meanings of words
The Mutual Exclusivity Bias in Children's Word Learning
Shared scientific thinking in everyday parent‐child activity
Compound Nouns and Category Structure in Young Children
Computation of Conditional Probability Statistics by 8-Month-Old Infants
Ostensive definition in vocabulary teaching
Context effects on lexical specificity in maternal and child discourse
Early acquisition of verbs in Korean
Using metaphors as modifiers
Maternal labelling of novel and familiar objects
Infants' ability to consult the speaker for clues to word reference
Early object labels
Two-year-olds' expectation that lexical gaps will be filled
The Development of Word Meaning
Hunting the Fox of Word Learning
Girls and Science
Names for Things
Development of object categories and inclusion relations
Sixteen- and 24-month-olds' use of mutual exclusivity as a default assumption in second-label learning
Early vocabulary growth
Children's avoidance of lexical overlap
Children use whole-part juxtaposition as a pragmatic cue to word meaning
Pragmatic directions about language use
Heritage from the Other Side of the Glass Case
| Unique citing works | 20 |
|---|---|
| Citations per year | 0,95 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |