Normal Language Acquisition Exam 2- Semantics

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semantics

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the meaning of words (and morphemes) within a language and how they are organized; includes relationship between words and meanings; mental organization

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word meaning

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all of the ideas a particular word conveys, ex. what you find in a dictionary

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word referent

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an example of a word's meaning (ex. my dad's car)

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word referent vs. meaning

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build referents into a meaning

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vocabulary

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count of the number of words that one understands and/or produces; a list of words

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first 50 words at

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~18 months

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first 50 words may also include

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protowords

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protowords

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have a consistance phonological form paired with meaning, but not the adult form (ex. telephone = gagiva)

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criteria for first word

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utterance should occur with consistency in a given context in response to identifiable stimulus, must bear some phonetic resemblance to adult form

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first utterances

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one word in length

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when expressive vocabulary reaches 50 words

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utterances expanded into 2 and 3 word utterances

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perlocutionary stage

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birth-8months; eye contact, turn taking, joint attention

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illocutionary stage

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8-12 months; gestures and jargon (intent to communicate)

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locutionary stage

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12 months and beyond; first true word

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frequency effect

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nouns used more than verbs

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after first 50 words

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new words added much more quickly; "vocabulary spurt"

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why nouns dominate

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concrete, can be identified easily; adults produce more object labels to young children; verbs carry more linguistic info and cognitive load

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theories of word learning

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-learning theory

-developmental theories

-linguistic theory

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learning theory

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from repeated exposures, children learn to associate the spoken word with the referent

-advantage: earliest words may be learned through association

-disadvantage: children hear many words; how do they associate?

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developmental theories

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suggests that word learning develops through stages of maturation; as you learn more about language and thinking, you can apply it in new situations; refine meaning; biases

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three related biases that help child map a new word

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-novel name (previously unnamed object)

-principle of mutual exclusivity (if there is already a name for an object, it can't have another one)

-whole object bias (guides child to infer that word label refers to entire object and not just part or motion)

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linguistic theory

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based on our knowledge of other components of language, not just semantics; children use knowledge of familiar words, morphology, and syntax to learn meaning

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syntactic bootstrapping

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use syntax as a bootstrap to help get meaning (ex. "The old woman placed the tazie on the counter."- small, light, tangible)

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two types of errors

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-underextension (ex. "dog" only dog at home)

-overextention (ex. "daddy" is all men)

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overextension errors

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-categorical

-analogical

-relational

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categorical error

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extending error to words in the same category (ex. all liquids "milk")

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analogical error

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extending to words that are perceptually similar (ex. all round objects "ball")

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relational error

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extending to words that are semantically or thematically related (ex. "flower" to a watering can and flower pots)

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two traditional theories to explain extension errors

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-semantic feature hypothesis

-functional core hypothesis

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semantic feature hypothesis

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children classidy and organize referents in terms of perceptual features such as size, shape, animacy, and texture (ex. "ball" for moon)

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functional core hypothesis

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words are overextended because of the actions or functions performed on objects rather than the perceptual features of the referents (ex. "rake" for sweeping)

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errors made by

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2 and 3 year olds (generally)

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verbs often added with

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morphology; -ing or -ed based on how quickly the action takes place, if definite end

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deictic terms

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words whose referents change depending on who is saying them (ex. "I" "you" "this"); acquired between 3-4 years; personal, spatial, temporal

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by age 5, children understand

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-locational prepositions (in, on, under)

-temporal expressions (before, after)

-kinship terms (mother, sister)

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preschool word errors

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focus on invented words or forms, often misapplying recently learned rules (ex. "I'm spooning my cocoa," "I'm gonna use this sweep")

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preschool word learning

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period of rapid acquisition; new nouns, descriptive words, verbs

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school-age word learning

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acquisition of multiple and abstract meanings; vocab. growth influenced by teaching in school, increases in morphologic and syntactic knowledge, contact with new words in reading

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around 7 years

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children begin to understand that words can have multiple meanings

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by age 11

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children begin to understand figurative language; metaphors, idioms, proverbs, hyperbole, sarcasm

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idioms

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metaphor that is fixed and unchangable

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semantic organization

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ways in which we connect words in our minds

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lexicon

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stored representation of the words in our language

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lexical entry

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all of the mental representations that we have for a single word; like a dictionary

-includes conceptual info, phonological knowledge, and syntactic knowledge

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semantic field

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the connections we have to a single entry; cultural and experience-based

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"knowing" a word; Bloom and Lahey; 4 levels

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-referential sense

-relational level

-categorical level

-metalinguistic level

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referential sense

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word refers to a particular object, event, or relationship

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relational level

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procuding several sounds related by some meaningful context, ex. producing dog and house, or dog and bark, based on pet's location or noisiness

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categorical level

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child responds to similarities among classes of stimuli, ex. understanding that dogs are also animals

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metalinguistic level

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children evaluate each word as a stimulus apart from its referent, ex. # of syllables, rhymes, length, etc.

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types of word connections

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-hyponomic connections

-thematic connections

-part/whole relationships

-synonyms

-antonyms

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hyponomic connections

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relationship between general and specific terms, specific item included in general; ex. a dog is an animal

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prototypicality (prototype)

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at any given level, there are examples that are better than others (ex. rose vs. gladiolus); culturally-based

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thematic connections

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another way we connect words in out lexicon; associations based on frequency (ex. things you would see in a forest; TV game show Pyramid)

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part/whole relationships

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labels that are specific parts (not kinds) of something; ex. arm is a part of body, not a kind of body

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synonyms/antonyms

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words that have the same/opposite meaning