Information sources for noun learning

Cognitive Science

Volumn 29, Issue 2, 2005, Pages 223-260

  Kako, Edward ^a  

^a SWARTHMORE COLLEGE   (United States)

Author keywords

Concepts; Human experimentation; Language acquisition; Psychology

Indexed keywords

EID: 17244382476     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15516709cog0000_11     Document Type: Review

References (120)

1. Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67, 635-645.
2. Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.
3. Astington, J. W., & Gopnik, A. (1991). Theoretical explanations of children's understanding of the mind. British Journal of Developmental Psychology, 9, 7-31.
4. Au, T. K. F., Dapretto, M., & Song, Y. K. (1994). Input vs constraints: Early word acquisition in Korean and English. Journal of Memory and Language, 33, 567-582.
5. Baillargeon, R., & Wang, S. H. (2002). Event categorization in infancy. Trends in Cognitive Sciences, 6, 85-93.
6. Baker, M. C. (2001). The atoms of language. New York: Basic Books.
7. Baldwin, D. A. (1989). Priorities in children's expectations about object label reference. Child Development, 62, 1227-1246.
8. Baldwin, D. A. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890.
9. Baldwin, D. A. (1993). Early referential understanding: Infants' ability to recognize referential acts for what they are. Developmental Psychology, 29, 832-843.
10. Baldwin, D. A., Markman, E. M., Bill, B., Desjardins, R. N., Irwin, J. M., & Tidball, G. (1996). Infants' reliance on a social criterion for establishing word-object relations. Child Development, 67, 3135-3153.
11. Bates, E., Bretherton, I., Shore, C., & Snyder, L. (1984). Early language inventory: Part I. Vocabulary checklist. San Diego, CA: Department of Psychology, UC San Diego.
12. Bates, E., Dale, P. S., & Thal, D. (1995). Individual differences and their implications for theories of language development. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 96-151). Oxford, England: Blackwell.
13. Benedict, H. (1979). Early lexical development: Comprehension and production. Journal of Child Language, 6, 183-200.
14. Berlin, B., Breedlove, D. E., & Raven, P. H. (1973). General principles of classification and nomenclature in folk biology. American Anthropologist, 75, 214-242.
15. Bloom, L., Tinker, E., & Margulis, C. (1993). The words children learn: Evidence against a noun bias in early vocabularies. Cognitive Development, 8, 431-450.
16. Bloom, P. (1994a). Possible names: The role of syntax-semantics mappings in the acquisition of nominals. Lingua, 92, 297-329.
17. Bloom, P. (1994b). Syntax-semantics mappings as an explanation for some transitions in language development. In Y. Levy (Ed.), Other children, other languages: Issues in the theory of language acquisition (pp. 41-75). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
18. Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.
19. Bloom, P. (2002). Mindreading, communication, and the learning of the names for things. Mind and Language, 17(1&2), 37-54.
20. Brent, M. R. (1994). Surface cues and robust inference as a basis for the early acquisition of subcategorization frames. Lingua, 92, 433-470.
21. Brown, R. (1957). Linguistic determinism and the part of speech. Journal of Abnormal and Social Psychology, 55(1), 1-5.
22. Brown, R. (1958). How shall a thing be called? Psychological Review, 65, 14-21.
23. Brown, R. (1973). First language: The early stages. Cambridge, MA: Harvard University Press.
24. Carroll, L. (1872). Through the looking glass: And what Alice found there. London: Macmillan.
25. Caselli, M. C., Bates, E., Casadio, P., & Fenson, J. (1995). A cross-linguistic study of early lexical development. Cognitive Development, 10, 159-199.
26. Cassidy, K. W. (1998). Three- and four-year-old children's ability to use desire- and belief-based reasoning. Cognition, 66, B1-B11.
27. Chomsky, N. (1981). Lectures on government and binding. Berlin, Germany: Mouton de Gruyter.
28. Dale, P. S., Bates, E., Reznick, J. S., & Morisset, C. (1989). The validity of a parent report instrument of child language at 20 months. Journal of Child Language, 16, 239-250.
29. Dale, P. S., & Fenson, L. (1996). Lexical development norms for young children. Behavior Research Methods, Instruments and Computers, 28 125-127.
30. Echols, C. (1991, April). Infants' attention to objects and consistency in linguistic and non-linguistic contexts. Paper presented at the annual meeting of the Society for Research in Child Development, Seattle, WA.
31. Echols, C. (1992, July). Developmental changes in attention to labeled events during the transition to language. Paper presented at the International Conference for Infant Studies, Miami Beach, FL.
32. Eimas, P. D., & Quinn, P. C. (1994). Studies on the formation of perceptually-based basic level categories in infants. Child Development, 65, 903-917.
33. Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5).
34. Fernald, A., & Morikowa, H. (1993). Common themes and cultural variation in Japanese and American mothers' speech to infants. Child Development, 64, 637-656.
35. Fisher, C., Gleitman, H., & Gleitman, L. R. (1991). On the semantic content of subcategorization frames. Cognitive Psychology, 23, 331-392.
36. Fisher, C., & Tokura, H. (1996). Acoustic cues to grammatical structure in infant-directed speech. Child Development, 67, 3192-3218.
37. Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45.
38. Fox, R., & McDaniel, C. (1982. October 29). The perception of biological motion by human infants. Science, 218, 486-487.
39. Gelman, S. A., & Tardif, T. (1998). Acquisition of nouns and verbs in Mandarin and English. Proceedings of the Annual Stanford Child Language Research Forum, 29, 27-36.
40. Gelman, S. A., & Taylor, M. (1984). How two-year-old children interpret proper and common names for unfamiliar objects. Child Development, 55 1535-1540.
41. Gentner, D. (1978a). On relational meaning: The acquisition of verb meaning. Child Development, 49, 988-998.
42. Gentner, D. (1978b). What looks like a jiggy but acts like a zimbo? A study of early word meaning using artificial objects. Papers and Reports in Child Language Development, 15, 1-6.
43. Gentner, D. (1981). Some interesting differences between nouns and verbs. Cognition and Brain Theory, 4, 161-178.
44. Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj (Ed.), Language development: Vol. 2. Language, thought and culture (pp. 301-334). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
45. Gentner, D., & Boroditsky, L. (2001). Individuation, relativity, and early word learning. In M. Bowerman & S. C. Levinson (Eds.), Language acquisition and conceptual development (pp. 215-256). Cambridge, England: Cambridge University Press.
46. Gillette, J., Gleitman, H., Gleitman, L. R., & Lederer, A. (1999). Human simulations of lexical acquisition. Cognition, 73, 135-176.
47. Gleitman, L. R. (1990). The structural sources of verb meanings. Language Acquisition, 1(1), 3-55.
48. Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Manuscript submitted for publication.
49. Goldin-Meadow, S., Seligman, M. E., & Gelman, R. (1976). Language in the two-year-old. Cognition, 4, 189-202.
50. Golinkoff, R. M., & Kerr, J. L. (1978). Infants' perception of semantically defined action role changes in filmed events. Merrill-Palmer Quarterly, 24(1), 53-61.
51. Golinkoff, R. M., Mervis, C. B., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155.
52. Gopnik, A., & Choi, S. (1995). Names, relational words and cognitive development in English and Korean speakers: Nouns are not always learned before verbs. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 63-80). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
53. Gordon, P. (1985). Evaluating the semantic categories hypothesis: The case of the count/mass distinction. Cognition, 20, 209-242.
54. Gordon, P. (2004). The origins of argument structure in infant event representations. Proceedings of the Annual Boston University Conference on Language Development, 28, 189-198.
55. Graham, S. A., Baker, R. K., & Poulin Dubois, D. (1998). Infants' expectations about object label reference. Canadian Journal of Experimental Psychology, 52, 103-113.
56. Grimshaw, J. (1990). Argument structure. Cambridge, MA: MIT Press.
57. Gupta, A. (1980). The logic of common nouns. New Haven, CT: Yale University Press.
58. Hall, D. G. (1993). Basic-level individuals. Cognition, 48, 199-221.
59. Hall, D. G. (1994). How mothers teach basic-level and situation-restricted count nouns. Journal of Child Language, 21, 391-414.
60. Hall, D. G., & Graham, S. A. (1999). Lexical form class information guides word-to-object mapping in preschoolers. Child Development, 70 78-91.
61. Hall, D. G., Lee, S. C., & Bélanger, J. (2001). Young children's use of syntactic cues to learn proper names and count nouns. Developmental Psychology, 37, 298-307.
62. Hall, D. G., & Waxman, S. R. (1993). Assumptions about word meaning: Individuation and basic-level kinds. Child Development, 64, 1550-1570.
63. Hall, D. G., Waxman, S. R., & Hurwitz, W. M. (1993). How two- and four-year-old children interpret adjectives and count nouns. Child Development, 64, 1651-1664.
64. Horton, M. S., & Markman, E. M. (1980). Developmental differences in the acquisition of basic and superordinate categories. Child Development, 51, 708-719.
65. Johansson, G. (1973). Visual perception of biological motion and a model for its analysis. Perception and Psychophysics, 14, 201-211.
66. Kako, E. (2005). The semantics of syntactic frames. Language and Cognitive Processes.
67. 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.
68. Kelly, M. H. (1992). Using sound to solve syntactic problems: The role of phonology in grammatical category assignments. Psychological Review, 99, 349-364.
69. Kemler Nelson, D. G. (1995). Principle-based inferences in young children's categorization: Revisiting the impact of function on the naming of objects. Cognitive Development, 10, 347-380.
70. Kemler Nelson, D. G., Frankenfield, A., Morris, C., & Blair, E. (2000). Young children's use of functional information to categorize artifacts: Three factors that matter. Cognition, 77, 133-168.
71. Klibanoff, R. S., & Waxman, S. R. (2000). Basic level object categories support the acquisition of novel adjectives: Evidence from preschool-aged children. Child Development, 71, 649-659.
72. Landau, B., Smith, L., & Jones, S. (1998). Object shape, object function, and object name. Journal of Memory and Language, 38, 1-27.
73. Landau, B., Smith, L. B., & Jones, S. S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3, 299-321.
74. Landau, B., & Stecker, D. (1990). Objects and places: Geometric and syntactic representations in early lexical learning. Cognitive Development, 5, 287-312.
75. Lederer, A., Gleitman, L. R., & Gleitman, H. (1995). Verbs of a feather flock together: Semantic information in the structure of maternal speech. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 277-297). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
76. Levin, B. (1995). Approaches to lexical semantic representation. In D. E. Walker, A. Zampolli, & N. Calzolari (Eds.), Automating the lexicon: Research and practice in a multilingual environment (pp. 53-91). Oxford, England: Oxford University Press.
77. Macnamara, J. (1986). A border dispute. Cambridge, MA: MIT Press.
78. Malt, B. C. (1993). Concept structure and category boundaries. In G. Nakamura, R. Taraban, & D. Medin (Eds.), The psychology of learning and motivation: Vol. 29. Acquisition, representation, and processing of categories and concepts (pp. 363-390). Orlando, FL: Academic.
79. Mandler, J. M., & Bauer, P. J. (1988). The cradle of categorization: Is the basic level basic? Cognitive Development, 3, 247-264.
80. Mandler, J. M., & McDonough, L. (1993). Concept formation in infancy. Cognitive Development, 8, 291-318.
81. Markman, E. M., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic versus thematic relations. Cognitive Psychology, 16, 1-27.
82. Markman, E. M., & Wachtel, G. F. (1988). Children's use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121-157.
83. Mervis, C. B., & Crisafi, M. A. (1982). Order of acquisition of subordinate-, basic-, and superordinate-level categories. Child Development, 53, 258-266.
84. Mintz, T. H. (2003). Frequent frames as a cue for grammatical categories in child-directed speech. Cognition, 90, 91-117.
85. Murphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.
86. Murphy, G. L., & Lassaline, M. E. (1997). Hierarchical structure in concepts and the basic level of categorization. In K. Lamberts & D. Shanks (Eds.), Knowledge, concepts and categories (pp. 93-131). London: UCL Press.
87. Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17, 357-374.
88. Naigles, L., & Kako, E. (1993). First contact in verb acquisition: Defining a role for syntax. Child Development, 64, 1665-1687.
89. Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38.
90. Nelson, K. (1974). Concept, word, and sentence: Interrelations in acquisition and development. Psychological Review, 81, 267-285.
91. Nelson, K., Hampson, J., & Shaw, L. K. (1993). Nouns in early lexicons: Evidence, explanations and implications. Journal of Child Language, 20, 61-84.
92. Ninio, A. (1980). Ostensive definition in vocabulary teaching. Journal of Child Language, 7, 565-573.
93. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press.
94. Pinker, S. (1989). Learnability and cognition. Cambridge, MA: MIT Press.
95. Pinker, S. (1994). How could a child use syntax to learn verb semantics? Lingua, 92, 377-410.
96. Quine, W. V. O. (1960). Word and object. Cambridge, MA: MIT Press.
97. Quinn, P. C., Eimas, P. D., & Rosenkrantz, S. L. (1993). Evidence for representations of perceptually similar natural categories by 3-month-old and 4-month-old infants. Perception, 22, 463-475.
98. Rescorla, L. (1981). Category development in early language. Journal of Child Language, 8, 225-238.
99. Rescorla, L., Alley, A., & Christine, J. B. (2001). Word frequencies in toddlers' lexicons. Journal of Speech, Language, and Hearing Research, 44, 598-609.
100. Roberts, K. (1988). Retrieval of a basic-level category in prelinguistic infants. Developmental Psychology, 24, 21-27.
101. Robinson, B. F., & Mervis, C. B. (1999). Comparing productive vocabulary measures from the CDI and a systematic diary study. Journal of Child Language, 26, 177-185.
102. Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8 382-439.
103. Rosenthal, R., & Rosnow, R. L. (1991). Essentials of behavioral research: Method and data analysis (2nd ed.). Boston: McGraw-Hill.
104. Schieffelin, B. B. (1985). The acquisition of Kaluli. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition: Vol. 1. The data (pp. 525-593). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
105. Shipley, E. F., Kuhn, I. F., & Madden, E. C. (1983). Mothers'use of superordinate category terms. Journal of Child Language, 10, 571-588.
106. Soja, N. (1992). Inferences about the meanings of nouns: The relationship between perception and syntax. Cognitive Development, 7 29-45.
107. Soja, N., Carey, S., & Spelke, E. (1991). Ontological categories guide young children's inductions of word meaning: Object terms and substance terms. Cognition, 38, 179-211.
108. Subrahmanyam, K., Landau, B., & Gelman, R. (1999). Shape, material, and syntax: Interacting forces in children's learning in novel words for objects and substances. Language and Cognitive Processes, 14, 249-281.
109. Talmy, L. (1975). Semantics and syntax of motion. In J. P. Kimball (Ed.), Syntax and semantics (Vol. 4, pp. 181-238). New York: Academic.
110. Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed.), Language typology and syntactic description (pp. 57-149). Boston: Cambridge University Press.
111. Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabularies. Developmental Psychology, 32, 492-504.
112. Tardif, T., Gelman, S. A., & Xu, F. (1999). Putting the "noun bias" in context: A comparison of English and Mandarin. Child Development, 70 620-635.
113. Tardif, T., Shatz, M., & Naigles, L. (1997). Caregiver speech and children's use of nouns versus verbs: A comparison of English, Italian, and Mandarin. Journal of Child Language, 24, 535-565.
114. Tomasello, M., & Barton, M. E. (1994). Learning words in nonostensive contexts. Developmental Psychology, 30, 639-650.
115. Tomikawa, S. A., & Dodd, D. H. (1980). Early word meaning: Perceptually or functionally based? Child Development, 51, 1103-1109.
116. Waxman, S. R. (1999). Specifying the scope of 13-month-olds' expectations for novel words. Cognition, 70, B35-B50.
117. Woodward, A. L. (1998). Infants selectively encode the goal object of an actor's reach. Cognition, 69, 1-34.
118. Younger, B. A. (1985). The segregation of items into categories by ten-month-old infants. Child Development, 56(6), 1574-1583.
119. Younger, B. A. (1993). Understanding category members as "the same sort of thing": Explicit categorization in ten-month infants. Child Development, 64, 309-320.
120. Younger, B. A., & Cohen, L. B. (1986). Developmental change in infants' perception of correlations among attributes. Child Development, 57 803-815.