Novel Noun and Verb Learning in Chinese‐, English‐, and Japanese‐Speaking Children

Imai, Mutsumi; Li, Lianjing; Haryu, Etsuko; Okada, Hiroyuki; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick; Shigematsu, Jun

doi:10.1111/j.1467-8624.2008.01171.x

Cited by 193 publications

(240 citation statements)

References 48 publications

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“…the action) later than for nouns in experimental settings [105,106]. To be able to use the verb in different situations, children further need to understand which specific aspect of the action is invariant for the verb and which aspects can vary across different situations in which the verb is used [104,[107][108][109].…”

Section: (B) Helping Children Find the Invariance For Generalizationmentioning

confidence: 99%

“…As reviewed earlier, it is difficult for preschool age children to extend a novel verb to a new scene in which the action is the same, but the agent (or the theme object, or the instrument of the action) in the original scene is replaced with a new one [104,107,[110][111][112]. Imai et al [63] and Kantartzis et al [113] tested whether sound symbolism would help Japanese-and English-speaking 3-year-olds find the invariance for a newly taught verb in action events for successful generalization.…”

Section: (B) Helping Children Find the Invariance For Generalizationmentioning

confidence: 99%

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The sound symbolism bootstrapping hypothesis for language acquisition and language evolution

Imai

Kita

2014

Phil. Trans. R. Soc. B

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321

402

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Sound symbolism is a non-arbitrary relationship between speech sounds and meaning. We review evidence that, contrary to the traditional view in linguistics, sound symbolism is an important design feature of language, which affects online processing of language, and most importantly, language acquisition. We propose the sound symbolism bootstrapping hypothesis , claiming that (i) pre-verbal infants are sensitive to sound symbolism, due to a biologically endowed ability to map and integrate multi-modal input, (ii) sound symbolism helps infants gain referential insight for speech sounds, (iii) sound symbolism helps infants and toddlers associate speech sounds with their referents to establish a lexical representation and (iv) sound symbolism helps toddlers learn words by allowing them to focus on referents embedded in a complex scene, alleviating Quine's problem. We further explore the possibility that sound symbolism is deeply related to language evolution, drawing the parallel between historical development of language across generations and ontogenetic development within individuals. Finally, we suggest that sound symbolism bootstrapping is a part of a more general phenomenon of bootstrapping by means of iconic representations, drawing on similarities and close behavioural links between sound symbolism and speech-accompanying iconic gesture.

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Section: (B) Helping Children Find the Invariance For Generalizationmentioning

confidence: 99%

Section: (B) Helping Children Find the Invariance For Generalizationmentioning

confidence: 99%

The sound symbolism bootstrapping hypothesis for language acquisition and language evolution

Imai

Kita

2014

Phil. Trans. R. Soc. B

Self Cite

321

402

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“…Observou-se que, na situação estudada, verbos foram mais frequentes, tanto na análise das ocorrências como dos tipos emitidos, ainda que nem sempre a diferença encontrada tenha sido estatisticamente signifi cativa. Esses dados contrastam com os de estudos internacionais (e.g., Bornstein et al, 2004;Caselli et al, 1995;Gentner, 1982;Imai et al, 2008;Jackson-Maldonado et al, 1993), mas também diferem de dados de estudos com crianças brasileiras, como os de Scherer e Souza (2011) e de Vidor (2008). Scherer e Souza, ao estudar uma amostra transversal de crianças entre 18 e 32 meses, encontraram que para as mais jovens, na faixa dos 18 meses, a classe dos substantivos foi dominante, mas que na faixa dos 24 e dos 32 meses, os verbos tendiam a se igualar (24 meses) ou a superar (32 meses) os substantivos, tanto na análise de tipos quanto na de ocorrências.…”

Section: Discussionunclassified

“…O preenchimento de diários por mães depende não apenas de sua memória, mas também da importância dada por elas para a ocorrência de certas palavras no vocabulário da criança; listas de checagem, por não serem exaustivas, podem não contemplar adequadamente o vocabulário dos participantes (Bornstein et al, 2004), ou podem indicar o uso da palavra sem que a criança de fato apresente o domínio completo do seu signifi cado (Imai et al, 2008). Medidas observacionais também podem ser enviesadas, não apenas pelo contexto em que ocorre a coleta de dados (Tardif et al, 1999), mas também porque podem produzir amostras pouco representativas do vocabulário dos participantes, como no caso de crianças que se intimidam diante de observadores não familiares (Bornstein et al, 2004;Pine, Lieven, & Rowland, 1996).…”

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Ocorrência de classes gramaticais na fala espontânea de crianças de 18 a 41 meses com pares

Schmidt¹,

Costa²,

Norberto³

et al. 2014

Psicol. Reflex. Crit.

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ResumoEste estudo teve como objetivo investigar a ocorrência de diferentes categorias gramaticais em 21 crianças (18 a 41 meses), interagindo espontaneamente com pares; e comparar esses dados com estudos que empregam a observação da interação adulto/criança em contexto de fala elicitada. Cada participante foi fi lmado durante 15 minutos, por cinco vezes (em intervalos de um mês) interagindo com colegas de classe. Os registros foram distribuídos em quatro grupos etários. As categorias gramaticais mais frequentes em todos os grupos foram verbos e substantivos. A frequência de tipos de verbos e substantivos foi equivalente entre os grupos mais jovens, mas verbos foram mais frequentes nos grupos mais velhos. Discute-se o papel do contexto de observação e do método de coleta de dados. Palavras-chave: Aquisição de linguagem, interação verbal, crianças pré-escolares. AbstractThis study aimed to investigate the occurrences of different grammatical categories in 21 children (18 to 41 months) in situations of spontaneous speech with their peers and compare these data with studies that employ the observation of adult/child interaction in the context of elicited speech. Each child was videotaped during 15 minutes interacting with classmates. It happened for fi ve times with intervals of one month between them. Records were joined into four groups. The most frequent grammatical categories in all age groups were verbs and nouns. The frequency of different types of verbs and nouns were equivalent among younger groups, but verbs were more frequently used in older groups. We discuss the role of observation context and the method of data sampling. Keywords: Language acquisition, verbal interaction, preschool age children.* Endereço para correspondência: Faculdade de Filosofi a, Ciências e Letras de Ribeirão Preto, Departamento de Psicologia, Universidade de São Paulo, Av. Bandeirantes, 3900, Bairro Monte Alegre, Ribeirão Preto, SP, Brasil 14040-901. E-mail: aschmidt@ffclrp.usp.br Agradecimentos: As autoras agradecem à Dra. Ana Tereza Bittencourt Guimarães pelas sugestões na análise estatís-tica dos dados, e à Dra. Ana Raquel L. Cianfl one e ao Dr. Fernando Zucoloto pela leitura cuidadosa e sugestões para melhoria do trabalho.A aquisição da linguagem tem sido amplamente estudada por diferentes disciplinas. Recentemente, propostas sociopragmáticas do desenvolvimento cognitivo têm identifi cado a inserção social da criança na cultura como fator preponderante para a aprendizagem da linguagem (Nelson, 2007;Tomasello, 1999Tomasello, , 2003. Essas propostas têm em comum a compreensão de que fatores fi logenéticos (a constituição biológica do organismo) e um mundo social estruturado (que inclui padrões de interação cultural), aliados a capacidades sociocognitivas da própria criança, viabilizam a aquisição da linguagem. Nesse sentido, o contexto interativo sociocultural e a interpretação sociocognitiva são condições essencialmente relacionais e interdependentes.Pesquisas clássicas sobre o desenvolvimento da linguagem preocuparam-se em enc...

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“…This is evident in the variation of verb meanings encoded within and between languages (Gentner, 1978(Gentner, , 1982). Gentner's hypothesis has been usefully applied to explaining acquisition findings in cross-cultural (e.g., Bornstein et al, 2004;Caselli et al, 1995;Gentner, 1982) as well as experimental settings (Childers & Tomasello, 2002;Schwartz & Leonard, 1984;Imai et al, 2008). This theory could serve just as well to predict better noun than verb learning by adult learners in natural settings.…”

Section: Young Word Learnersmentioning

confidence: 99%

Effects of word class and training method on vocabulary learning in a second language

Ludington

2015

RiL

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It is not fully known whether nouns or verbs are easier to learn in a second language. A noun learning advantage has been observed for children in many languages (e.g., Gentner, 1982), but few have examined whether mature second language learners show a similar pattern. In the current study 84 university students were trained with nonce words for 96 familiar, concrete concepts (half nouns, half verbs), half labeled ostensibly, and half in contexts that allowed label meanings to be inferred. Vocabulary knowledge was assessed through recognition tests after a delay of either five minutes or one week. No evidence of a word class advantage was found—participants did not demonstrate a noun advantage. Ostensive training was superior to inferential training at five minutes but not after one week.

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Novel Noun and Verb Learning in Chinese‐, English‐, and Japanese‐Speaking Children

Cited by 193 publications

References 48 publications

The sound symbolism bootstrapping hypothesis for language acquisition and language evolution

The sound symbolism bootstrapping hypothesis for language acquisition and language evolution

Ocorrência de classes gramaticais na fala espontânea de crianças de 18 a 41 meses com pares

Effects of word class and training method on vocabulary learning in a second language

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