Syntactic cues in the acquisition of collective nouns

Cognition

Volumn 56, Issue 1, 1995, Pages 1-30

  Bloom, Paul ^a   Kelemen, Deborah ^a  

^a UNIVERSITY OF ARIZONA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CONCEPT FORMATION; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PATTERN RECOGNITION; PRESCHOOL CHILD; RECALL; SEMANTICS;

ADULT; CHILD, PRESCHOOL; CONCEPT FORMATION; FEMALE; GENERALIZATION, STIMULUS; HUMAN; LANGUAGE DEVELOPMENT; MALE; MENTAL RECALL; PATTERN RECOGNITION, VISUAL; PSYCHOLINGUISTICS; SEMANTICS; SUPPORT, NON-U.S. GOV'T; VERBAL LEARNING; VOCABULARY;

EID: 0029334119     PISSN: 00100277     EISSN: None     Source Type: Journal    
DOI: 10.1016/0010-0277(94)00648-5     Document Type: Article

References (66)

1. The algebra of events
2. Priorities in children's expectations about object label reference: form over color
3. Infants' contribution to the achievement of joint reference
4. Syntactic distinctions in child language
5. Possible names: the role of syntax-semantics mappings in the acquisition of nominals
6. Semantic competence as an explanation for some transitions in language development
7. Linguistic determinism and the part of speech
8. Principles of organization in young children's natural language hierarchies
9. Conceptual differences between children and adults
10. A review of BF Skinner's Verbal Behavior
11. The linguistic and psycholinguistic background
12. The principle of contrast: a constraint on language acquisition
13. Real patterns
14. Learning names for materials: factors constraining and limiting hypotheses about word meaning
15. Implicit contrast in adjectives vs. nouns: implications for word-learning in preschoolers
16. How two-year-old children interpret proper and common names for unfamiliar objects
17. The structural sources of word meaning
18. Acquiring proper names for familiar and unfamiliar animate objects two-year-olds' word-learning biases
19. How children learn common nouns and proper names
20. How 2- and 4-year-old children interpret adjectives and count nouns
21. Parts and boundaries
22. What's in a name?
23. The importance of shape in early lexical learning
24. Objects and places: syntactic and geometric representations in early lexical learning
25. Nouns and verbs
26. Refining art historically
27. Young children's understanding of proper versus common nouns
28. Facilitation of part-whole comparison by use of the collective noun “family”
29. Constraints children place on word meanings
30. Constraints on word learning: speculations about their nature, origins, and domain specificity
31. Classes and collections: principles of organization in the learning of hierarchical relations
32. Children's sensitivity to constraints in word meaning: taxonomic versus thematic relations
33. Classes and collections: internal organization and resulting holistic properties
34. Children's use of mutual exclusivity to constrain the meaning of words
35. The mutual exclusivity bias in children's word learning
36. Children use syntax to learn verb meanings
37. Structure and strategy in learning to talk
38. Constraints on word meaning?
39. Nouns in early lexicons: evidence, explanations, and extensions
40. Deductive parameters and the growth of empty categories
41. Shape recognition contributions to figure-ground organization in three-dimensional displays
42. How could a child use verb syntax to learn verb semantics?
43. Learning names for solid substances: quantifying solid entities in terms of portions
44. Countable entities: developmental changes
45. Inferences about the meanings of nouns: the relationship between perception and syntax
46. Evidence for a distinct kind of noun
47. Ontological categories guide young children's inductions of word meaning: object terms and substance terms
48. Initial knowledge: six suggestions
49. Origins of knowledge
50. Numerical abstraction by human infants
51. Adjectives and nouns: children's strategies for learning new words
52. Linguistic biases and the establishment of conceptual hierarchies: evidence from preschool children
53. The development of a linkage between count nouns and object categories: evidence from fifteen- to twenty-one-month-old infants
54. Children's understanding of counting
55. Evidence against empiricist accounts of the origins of numerical knowledge