Context effects on lexical specificity in maternal and child discourse

Joan M. Lucariello · Katherine L. Nelson

64 citations0/0 files storedJournal of Child Language

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Language Development and Disorders Categorization, perception, and language Child and Animal Learning Development

Abstract

ABSTRACT Mother–child (two-year-old) object labelling was studied in three natural discourse settings: (1) routine, caretaking; (2) free play; and (3) novel. Object labelling was found to be considerably more varied in these natural discourse settings than in experimental situations. While basic level tokens predominated in the free play context, they were significantly less prevalent in the routine and novel contexts. Additionally, subordinate level term usage was more common in the routine and novel contexts. The relation between mother and child labelling was also investigated and results indicated that context may be more important in determining level of labels than maternal modelling. Analyses of the discourse uses of non-basic level terms revealed that mothers were organizing the social-interactive context in ways that may facilitate child category formation.

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References

1976Basic objects in natural categories 1958How shall a thing be called?1977Word, object, and conceptual development 1985Making sense : the acquisition of shared meaning 1985New trends in conceptual representation: Challenges to Piaget's theory 1977The pragmatics of lexical specificity 1986Making sense: The acquisition of shared meaning 1982Order of Acquisition of Subordinate-, Basic-, and Superordinate-Level Categories

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1996Parental speech to middle- and working-class children from two racial groups in three settings 1991Linguistic versus attentional influences on nonlinguistic categorization in 15-month-old infants 1989Superordinate and basic category names in discourse: A textual analysis 2009Conceptual Hierarchies in a Flat Attractor Network: Dynamics of Learning and Computations 2012Predictable locations aid early object name learning 2007Qualitative aspects of productive vocabulary at the 200-and 500-word stages: A comparison between spontaneous speech and parental report data

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