Sur l'étude du langage enfantin

Cohen, Marcel

doi:10.3406/enfan.1952.1243

Cited by 14 publications

(3 citation statements)

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“…dada uttered as a reply to the question 'Who gave you that box? ' Cohen (1952' Cohen ( /1969 notes that 'isolated' words may be used to refer to the past and provides examples such as the child saying maman, meaning that mummy had given her the object she held in her hands (1969: 244). Greenfield & Smith (1976: 172) provide an example of Matthew who at 153.10 says down when his mother enters the room to report that he came down from somewhere.…”

Section: Functional Changes In Early Child Languagementioning

confidence: 99%

Functional changes in early child language: the appearance of references to the past and of explanations

Veneziano

Sinclair

1995

J. Child Lang.

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Spontaneous speech samples from children during the period of transition from one word to multi-word utterances in interaction with their French-speaking mothers were explored in order to study the appearance and development of functional changes in their use of language. Two types of such change were noted in the longitudinal records of four children when they were still essentially one-word speakers: the beginnings of references to the past, and the appearance of explanations and justifications, especially in communicative situations of request and refusal. The co-appearance of these behaviours is discussed in relation to two more general developmental changes: a detachment from the immediately perceptible situation linked to a further elaboration of the signifier-signified relation, and a socio-cognitive development leading to a view of the interlocutor as an alter ego, as a person whose psychological states may be different from the child's own.

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Section: Functional Changes In Early Child Languagementioning

confidence: 99%

Functional changes in early child language: the appearance of references to the past and of explanations

Veneziano

Sinclair

1995

J. Child Lang.

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“…For example, Greenfield and Smith (1976) note for the two children they studied that the transition from one-to two-word speech did not occur abruptly, but that there was a transitional period in which the children were producing two one-word utterances sequentially, with a gap of 1.1-1.4 seconds separating each word. They note that a number of earlier investigators of child speech (e.g., Guillaume, 1927;Stern, 1930;Leopold, 1949;Cohen, 1952) have noticed the occurrence of sequences of single-word utterances as a later stage within one-word speech (1976:41). Scollon (1976) introduced the notion of Vertical constructions' within dialogue as being linked with these sequential developments.…”

Section: Some Relevant Datamentioning

confidence: 96%

The Role of Gesture in the Establishment of Symbolic Abilities

Lock

1997

EOC

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Language develops in infancy as emerging cognitive abilities come on-line to handle the infant's experience of the world, and thereby enrich it. The attentional and motivational structuring of that experience is elaborated in the course of social interaction, but from a base in the a priori values that 'being an infant' create as to what infants find 'interesting' in their experiential worlds. There is a continuity of experience, but a reworking of it that yields apparently discontinuous stages. These stages do not map onto traditional notions such as preverbal stage, one-word stage, and combinatorial stage, but are more appropriately captured as presymbolic, symbolic, and propositional. Thus, some early word uses are pre-symbolic, and some later non-verbal gestures are propositional: that the production media might differ for words versus gestures does not appear to be a fact of major significance.

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“…In addition to the overall frequency of nouns, researchers have posited that word position in utterances could be an important factor in children's early word acquisition. In particular, words at the beginning and ends of utterances are thought to be perceptually salient to children (Au et al, 1994;Cohen, 1969;Goldfield, 1993;Naigles & Hoff-Ginsberg, 1998;Slobin, 1973;Tardif, 1996). The default phrasal order in English is SVO and pronouns cannot be dropped.…”

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Predicting two Mandarin-English bilingual children’s first 50 words: Effects of frequency and relative exposure in the input

Chan

Nicoladis

2010

International Journal of Bilingualism

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This study tested two hypotheses that relate children's early words to the input:(1) the language of bilingual children's first words is correlated with their exposure time to each language and (2) children are more likely to acquire words from the first and/or last position in utterances. We tested these hypotheses with spontaneous language use in the families of two Mandarin-English bilingual children, followed longitudinally every three months from 6 months to 18 months. The results showed that the exposure time was a good but not perfect predictor of the language of the children's first 50 words. Also, both children learned more nouns in both languages than appeared in first or last position of their caregivers' utterances. We discuss these results in terms of support for a noun bias in children's minds and highlight the need for future research to take into account socio-cultural variables.

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Sur l'étude du langage enfantin

Cited by 14 publications

References 0 publications

Functional changes in early child language: the appearance of references to the past and of explanations

Functional changes in early child language: the appearance of references to the past and of explanations

The Role of Gesture in the Establishment of Symbolic Abilities

Predicting two Mandarin-English bilingual children’s first 50 words: Effects of frequency and relative exposure in the input

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