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How Children Learn the Meanings of Nouns and Verbs
Tingting “Rachel” ChungPh. D. Candidate in
Developmental PsychologyUniversity of Pittsburgh
What’s in a word?
beef/bif/Noun (mass)Cow/ox meat
RootPhonologyGrammatical categoryMeaningMorphology
Why is word learning interesting?
Inductive problem - Potentially wide range of hypotheses
Mapping problem – Cross-linguistic variations
High growth rate
Why is word learning interesting?
Inductive problem - Potentially wide range of hypotheses
Mapping problem – Cross-linguistic variations
High growth rate
Why is word learning interesting?
Inductive problem - Potentially wide range of hypotheses
Mapping problem – Cross-linguistic variations
High growth rate
Language may organize concepts in different ways
Melissa Bowerman Differences between English and Korean
Why is word learning interesting?
Inductive problem - Potentially wide range of hypotheses
Mapping problem – Cross-linguistic variations
High growth rate
Statistics
10,000 words by 1st grade5.5 per day from 1.5 to 6 yrs
40,000 words by 5th grade20.5 per day from 1st to 5th grade
Whole Object Assumptionin Initial Mappings
Evidence
Tendency of whole object interpretation• in ambiguous situations• with inappropriate syntax• in languages without count/mass distinction
More nouns in early vocabulary
Novel nouns learned faster
Whole Object Assumption
Criticisms
Only roughly 40% of early words are object labels.
Children learning Chinese, Japanese, and Korean learn verbs and nouns simultaneously
Whole Object Assumption
Explanations
Object concepts are richer and more cohesive
Ostensive teaching of nouns more prevalent in middle-class Americans
Whole Object Assumption
Consequences - speculations
Verbs are harder to learn
Adjectives are harder to learne.g., color words (Soja, 1994)
Taxonomic Assumptionin Word Extensions
Basic Level (Perceptually based)
Early categorization in infancy may be at superordinate level
But most early words and extensions are basic-level.
Mutual Exclusivity
Evidence
Fast mapping of novel label to novel object when familiar object is present
Lack of fast mapping of second labels
Mutual Exclusivity
Value
Fast-mapping
Avoiding redundant hypotheses
Overcoming whole object assumption
Overriding taxonomic assumption
Nature of Principles and Constraints
Are they language specific? How and when do children overcome
them? Are they applicable to learning of words
in other classes?
Potential Principles and Constraints in Verb Learning
Whole Event Assumption?
Taxonomic Assumption?
Mutual Exclusivity?
Whole Event Assumption
Unlikely
Agentive manner/action outcome > instrument > agent
Event parsing/representation is crucial
Role of Syntax
General syntax-semantics links Tendency of object label interpretation with a noun and action interpretation with a verb (Brown 1957)
BUT: How does the child know the grammatical category of a word?
Syntax and verb meanings
Syntactic bootstrapping (Gleitman)
Syntax narrows down possible hypothesis about verb meaning
Problems with syntactic bootstrapping research
Infinite hypothesis space reduced by 15 times is still infinite
Confound of semantics and syntax
Requires syntactic knowledge
Summary
Multiple sources of information are needed in word mapping.
Constraints are “default principles” that can be overridden given appropriate circumstances.
Research should move beyond nouns.