An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames

Abstract

The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner’s (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.

Maternal discourse continuity and infants’ actions organize 12‐month‐olds’ language exposure during object play

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“…The role of robot appearance in raising trust and comfortability in children is one of the key aspects studies [45]. Furthermore, models of learning and language acquisition are found [46].…”