Concepts and words in the 18-month-old: Acquiring concept names under controlled conditions

Nelson, Keith E.; Bonvillian, John D.

doi:10.1016/0010-0277(73)90003-6

Cited by 70 publications

(46 citation statements)

References 5 publications

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“…A great deal of research can be seen as having addressed such questions. For instance, numerous studies have investigated the process whereby children extend the novel words to untrained referents (Nelson & Bonvillian 1973;Oviatt 1982;Samuelson & Smith 1999). Others have examined the rate of acquisition as a function of the child's referential or non-referential orientation (e.g.…”

Section: Functional Aspects Of Word Learningmentioning

confidence: 99%

Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Gupta

Tisdale

2009

Phil. Trans. R. Soc. B

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Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.Keywords: word learning; integrative framework; phonological short-term memory; phonological learning; short-term and long-term memory interactions; computational modellingAlthough human children and adults learn new words effortlessly, understanding how they do so is a complex endeavour. Although it seems clear that word learning or vocabulary acquisition entails learning a word form, a meaning and the link between them (e.g. Saussure 1916; Desrochers & Begg 1987), this simple formulation encompasses a multitude of different abilities and subcomponents. As a result, the terms 'vocabulary acquisition' and 'word learning' have been used to mean a wide variety of different things, as revealed by consideration of the many different facets of what has been studied as word learning (for review, see Gupta 2005b). In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. In §2, we review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model developed by Gupta & Tisdale (2009), and discuss how it offers a framework that can integrate and relate these various topics to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration. FUNCTIONAL ASPECTS OF WORD LEARNINGIn considering the functional aspects of word learning, it is useful to begin with some terminology. First of all, we will reserve the term vocabulary acquisition to refer to the overall phenomenon of acquiring a vocabulary of words over an extended period of time. We will reserve the...

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Section: Functional Aspects Of Word Learningmentioning

confidence: 99%

Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Gupta

Tisdale

2009

Phil. Trans. R. Soc. B

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“…Congruent with this conceptual risk viewpoint is Wallach & Kogan's (1965) finding that broad categorizing children (tenyear-old) relative to their narrow categorizing peers were more willing to tolerate deviant instances in the sense of offering a larger number of unusual responses to creativity tasks. The latter finding receives independent support in the longitudinal research of Nelson and Bonvillian (1973;) based on young children over the age period of 2\ to \\. Concept over-generalization (breadth) correlated significantly (r = .58) across the two-year period.…”

Section: Representative Research Findingsmentioning

confidence: 60%

Cognitive styles in children: some evolving trends∗

Kogan

Saarni

1989

Early Child Development and Care

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“…It establishes the behavioral effects of modifiers by a process that does not require the repeated reinforcement of a specific response to the non-verbal stimulus of the ostensive events, e.g., the giraffe. Frequently, even a single exposure to an ostensive pairing event is sufficient to establish a word as a modifier of action frames (see, e.g., Nelson & Bonvillian, 1973). To be sure, whenever the child correctly responds to a combination of an action frame with a modifier, e.g., to 'Give giraffe,' 'Drop Jones-plug' or 'Point to shoe,' we usually reinforce the correct response.…”

Section: Ostensive Expressions As Modifiersmentioning

confidence: 93%

Further Steps Towards an Improved Version of Behavior Analysis

Stemmer

2002

European Journal of Behavior Analysis

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Concepts and words in the 18-month-old: Acquiring concept names under controlled conditions

Cited by 70 publications

References 5 publications

Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Cognitive styles in children: some evolving trends∗

Further Steps Towards an Improved Version of Behavior Analysis

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