Learning proper and common names in inferential versus ostensive contexts

Child Development

Volumn 72, Issue 3, 2001, Pages 768-786

  Jaswal, Vikram K ^a   Markman, Ellen M ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PAIRED ASSOCIATE LEARNING; PRESCHOOL CHILD; RECALL; SEMANTICS;

CHILD, PRESCHOOL; FEMALE; GENERALIZATION (PSYCHOLOGY); HUMANS; LANGUAGE DEVELOPMENT; MALE; MENTAL RECALL; PAIRED-ASSOCIATE LEARNING; PSYCHOLINGUISTICS; SEMANTICS;

EID: 0035345082     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-8624.00314     Document Type: Article

References (55)

1. Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67, 635-645.
2. Akiyama, M. M., & Wilcox, S. A. (1993). Naming as a function of linguistic form-class and object categories. Journal of Child Language, 20, 419-435.
3. Alford, R. D. (1987). Naming and identity: A cross-cultural study of personal naming practices. New Haven, CT: Hraf.
4. Baldwin, D. A. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890.
5. Baldwin, D. A. (1993). Infants' ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395-418.
6. Bloom, L. (1973). One word at a time: The use of single word utterances before syntax. The Hague, The Netherlands: Mouton.
7. Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge, U.K.: Cambridge University Press.
8. Bloom, P. (1990). Syntactic distinctions in child language. Journal of Child Language, 17, 343-355.
9. Bloom, P. (1994). Possible names: The role of syntax-semantics mappings in the acquisition of nominals. Lingua, 92, 297-329.
10. Bloom, P. (1996). Controversies in language acquisition: Word learning and the part of speech. In R. Gelman & T. K. Au (Eds.), Perceptual and cognitive development (pp. 151-184). San Diego, CA: Academic.
11. Bloom, P. (1999). The role of semantics in solving the boot-strapping problem. In R. Jackendoff, P. Bloom, & K. Wynn (Eds.), Language, logic, and concepts: Essays in honor of John Macnamara (pp. 285-309). Cambridge, MA: MIT Press.
12. Brown, D. E. (1991). Human universals. Philadelphia: Temple University Press.
13. Brown, R. W. (1957). Linguistic determinism and the part of speech. Journal of Abnormal and Social Psychology, 55, 1-5.
14. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, & A. Miller (Eds.), Linguistic theory and psychological reality (pp. 264-293). Cambridge, MA: MIT Press.
15. Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29.
16. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
17. Cross, T. G. (1977). Mothers' speech adjustments: The contribution of selected listener variables. In C. Snow & C. Ferguson (Eds.), Talking to children (pp. 151-188). New York: Cambridge University Press.
18. Dockrell, J., & Campbell, R. (1986). Lexical acquisition strategies in the preschool child. In S. A. Kuczaj II & M. D. Barrett (Eds.), The development of word meaning (pp. 121-154). New York: Springer-Verlag.
19. Dockrell, J., & McShane, J. (1990). Young children's use of phrase structure and inflectional information in form-class assignments of novel nouns and verbs. First Language, 10, 127-140.
20. Gelman, S. A., & Markman, E. M. (1985). Implicit contrast in adjectives vs. nouns: Implications for word-learning in preschoolers. Journal of Child Language, 12, 125-143.
21. Gelman, S. A., & Taylor, M. (1984). How two-year-old children interpret proper and common names for unfamiliar objects. Child Development, 55, 1535-1540.
22. Goddard, M., Durkin, K., & Rutter, D. R. (1985). The semantic focus of maternal speech: A comment on Ninio and Bruner (1978). Journal of Child Language, 12, 209-213.
23. Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L. M., & Wenger, N. R. (1992). Young children and adults use lexical principles to learn new nouns. Developmental Psychology, 28, 99-108.
24. Goodman, J. C., McDonough, L., & Brown, N. B. (1998). The role of semantic context and memory in the acquisition of novel nouns. Child Development, 69, 1330-1344.
25. Hall, D. G. (1991). Acquiring proper nouns for familiar and unfamiliar animate objects: Two-year-olds' word-learning biases. Child Development, 62, 1442-1454.
26. Hall, D. G. (1994). Semantic constraints on word learning: Proper names and adjectives. Child Development, 65, 1291-1309.
27. Hall, D. G. (1996). Preschoolers' default assumptions about word meaning: Proper names designate unique individuals. Developmental Psychology, 32, 177-186.
28. Hall, D. G. (1999). Semantics and the acquisition of proper names. In R. Jackendoff, P. Bloom, & K. Wynn (Eds.), Language, logic, and concepts: Essays in honor of John Macnamara (pp. 337-372). Cambridge, MA: MIT Press.
29. Hall, D. G., & Graham, S. A. (1999). Lexical form class information guides word-to-object mapping in preschoolers. Child Development, 70, 78-91.
30. Hall D. G., Quantz, D. H., & Persoage, K. A. (2000). Preschoolers' use of form class cues in word learning. Developmental Psychology, 36, 449-462.
31. Hall, D. G., Waxman, S. R., & Hurwitz, W. M. (1993). How 2- and 4-year-old children interpret adjectives and count nouns. Child Development, 64, 1550-1570.
32. Heibeck, T., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021-1034.
33. Imai , M., Gentner, D., & Uchida, N. (1994). Children's theories of word meaning: The role of shape similarity in early acquisition. Cognitive Development, 9, 45-75.
34. Katz, N., Baker, E., & Macnamara, J. (1974). What's in a name? A study of how children learn common and proper names. Child Development, 45, 469-473.
35. Landau, B., Smith, L. B., & Jones, S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3, 299-321.
36. Liittschwager, J., & Markman, E. M. (1993, March). Young children's understanding of proper versus common nouns. Poster session presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
37. Liittschwager, J. C., & Markman, E. M. (1994). Sixteen- and 24-month-olds' use of mutual exclusivity as a default assumption in second-label learning. Developmental Psychology, 30, 955-968.
38. Macnamara, J. (1982). Names for things. Cambridge, MA: MIT Press.
39. Markman, E. M. (1994). Constraints on word meaning in early language acquisition. Lingua, 92, 199-227.
40. Markman, E. M., & Wachtel, G. F. (1988). Children's use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121-157.
41. Markson, L., & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 385, 813-815.
42. Merriman, W. E., & Bowman, L. L. (1989). The mutual exclusivity bias in children's word learning. Monographs of the Society for Research in Child Development, 54(3-4, Serial No. 220).
43. Nelson, K. (1988). Constraints on word learning? Cognitive Development, 3, 221-246.
44. Newport, E., Gleitman, H., & Gleitman, L. (1977). Mother, I'd rather do it myself: Some effects and non-effects of maternal speech style. In C. Snow & C. Ferguson (Eds.), Talking to children (pp. 109-150). New York: Cambridge University Press.
45. Schieffelin, B. (1985). The acquisition of Kaluli. In D. I. Slobin (Ed.), The cross-linguistic study of language acquisition: Vol. 1. The data (pp. 525-593). Hillsdale, NJ: Erlbaum.
46. Siegal, M., Waters, L. J., & Dinwiddy, L. S. (1988). Misleading children: Causal attributions for inconsistency under repeated questioning. Journal of Experimental Child Psychology, 45, 438-456.
47. Snow, C. E. (1977). Mothers' speech research: From input to interaction. In C. Snow & C. Ferguson (Eds.), Talking to children (pp. 31-50). New York: Cambridge University Press.
48. Soja, N. N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide young children's inductions of word meaning: Object terms and substance terms. Cognition, 38, 29-56.
49. Sorrentino, C. M. (1997, April). The role of mental state attribution on young children's interpretation of proper nouns. Poster session presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.
50. Sorrentino, C. M. (1999, April). Children and adults interpret proper names as referring to unique individuals. Poster session presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
51. Spelke, E. S., Phillips, A., & Woodward, A. L. (1995). Infants' knowledge of object motion and human action. In D. Sperber, D. Premack, & A. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 44-78). Oxford, U.K.: Clarendon Press.
52. Tomasello, M. (2000). Perceiving intentions and learning words in the second year of life. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 132-158). Cambridge, U.K.: Cambridge University Press.
53. Tomasello, M., & Barton, M. (1994). Learning words in nonostensive contexts. Developmental Psychology, 30, 639-650.
54. Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
55. Woodward, A. L., & Markman, E. M. (1998). Early word learning. In D. Kuhn & R. Siegler (Eds.), W. Damon (Series Ed.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 371-420). New York: Wiley.