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Article: Children's use of information in word learning.

TitleChildren's use of information in word learning.
Authors
Issue Date1990
PublisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=JCL
Citation
Journal Of Child Language, 1990, v. 17 n. 2, p. 393-416 How to Cite?
AbstractWhenever children hear a novel word, the context supplies information about its meaning. One way children may cope with so much information is to use whatever seems to make sense, given their prior knowledge and beliefs, while ignoring or quickly forgetting the rest. This work examined if and how children's beliefs about word meanings may affect their use of contrastive linguistic information in the input in word learning. In Study 1, some 3- and 4-year-olds were introduced to a novel material or shape name and heard it contrasted with familiar words. Others merely heard the novel word used for referring to an object. These children were then tested to determine what they had learned about their new word meaning. In Study 2, another group of 3- and 4-year-olds were asked to name the materials and shapes used for introducing these novel terms. Children made use of linguistic contrast only in some situations. They benefited more when the novel term did not overlap much in denotation with any terms commonly known by 3- and 4-year-olds. These results suggest that children can use information in the input very efficiently in learning a term for an as-yet-unnamed category, but not in learning a term similar in denotation to a word they already know. Thus, the results are consistent with the claim that children believe every word has a unique denotation.
Persistent Identifierhttp://hdl.handle.net/10722/132010
ISSN
2015 Impact Factor: 1.174
2015 SCImago Journal Rankings: 0.787
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorAu, TKFen_HK
dc.date.accessioned2011-03-04T07:04:31Z-
dc.date.available2011-03-04T07:04:31Z-
dc.date.issued1990en_HK
dc.identifier.citationJournal Of Child Language, 1990, v. 17 n. 2, p. 393-416en_HK
dc.identifier.issn0305-0009en_HK
dc.identifier.urihttp://hdl.handle.net/10722/132010-
dc.description.abstractWhenever children hear a novel word, the context supplies information about its meaning. One way children may cope with so much information is to use whatever seems to make sense, given their prior knowledge and beliefs, while ignoring or quickly forgetting the rest. This work examined if and how children's beliefs about word meanings may affect their use of contrastive linguistic information in the input in word learning. In Study 1, some 3- and 4-year-olds were introduced to a novel material or shape name and heard it contrasted with familiar words. Others merely heard the novel word used for referring to an object. These children were then tested to determine what they had learned about their new word meaning. In Study 2, another group of 3- and 4-year-olds were asked to name the materials and shapes used for introducing these novel terms. Children made use of linguistic contrast only in some situations. They benefited more when the novel term did not overlap much in denotation with any terms commonly known by 3- and 4-year-olds. These results suggest that children can use information in the input very efficiently in learning a term for an as-yet-unnamed category, but not in learning a term similar in denotation to a word they already know. Thus, the results are consistent with the claim that children believe every word has a unique denotation.en_HK
dc.languageeng-
dc.publisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=JCLen_HK
dc.relation.ispartofJournal of child languageen_HK
dc.rightsJournal of Child Language. Copyright © Cambridge University Press.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleChildren's use of information in word learning.en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0305-0009&volume=17&spage=393&epage=416&date=1990&atitle=Children%27s+use+of+information+in+word+learning-
dc.identifier.emailAu, TK:terryau@hkucc.hku.hken_HK
dc.identifier.authorityAu, TK=rp00580en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1017/S0305000900013830-
dc.identifier.pmid2380276-
dc.identifier.scopuseid_2-s2.0-0025442218en_HK
dc.identifier.volume17en_HK
dc.identifier.issue2en_HK
dc.identifier.spage393en_HK
dc.identifier.epage416en_HK
dc.identifier.isiWOS:A1990DL58900009-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridAu, TK=9435174900en_HK

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