A cross-linguistic study of early lexical development

Caselli, María Cristina; Bates, Elizabeth; Casadio, Paola; Fenson, Judi; Fenson, Larry; Sanderl, Lisa; Weir, Judy

doi:10.1016/0885-2014(95)90008-x

Cited by 366 publications

(454 citation statements)

References 20 publications

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“…Additional studies have indicated a greater predominance of nouns in early vocabularies for Spanish (Jackson-Maldonado et al, 1993), Hebrew (Maital et al, 2000), French (Bassano, 2000), German (Kauschke & Hofmeister, 2002) and Italian (Caselli et al, 1995). Also consistent with Bornstein et al (2004), D'Odorico, Carubbi, Salerni & Calvo (2001 found that noun predominance varied with vocabulary size and that there were marked individual differences in noun predominance.…”

Section: Cross-linguistic CDI Findingssupporting

confidence: 77%

“…Studies using the CDI-WS and the LDS in English demonstrate that at 2;0 the vocabulary of the top 10% of children is almost nine times larger than the vocabulary of the bottom 10% of children Rescorla & Achenbach, 2002). Individual variation in early vocabulary has also been reported among children acquiring Spanish (Bornstein, Cote, Maital, Painter, Park & Pascual, 2004 ;Jackson-Maldonado, Thal, Marchman, Bates & Gutierrez-Clellen, 1993), Italian (Camaioni & Longobardi, 1995 ;Caselli et al, 1995), Hebrew (Maital, Dromi, Sagi & Bornstein, 2000) and Japanese (Tamis-LeMonda, Bornstein, Cyphers, Toda & Ogino, 1992). Gender differences in early lexical development have also been widely reported (Rescorla, 1989 ;Rescorla & Achenbach, 2002;Fenson, Dale, Reznick, Bates, Thal & Phethick, 1994), with girls typically having somewhat larger reported vocabularies than boys.…”

Section: Cross-linguistic CDI Findingsmentioning

confidence: 99%

“…With respect to the composition of early lexicons, data from languages such as English, Hebrew and Italian (Benedict, 1979 ;Caselli et al, 1995 ;Dromi, 1987 ;Fenson et al, 1994 ;Rescorla, Alley & Book, 2001) reveal that early lexicons contain words from a variety of different semantic classes. For example, reported that the thirty-eight words present in the lexicons of at least 80 % of their sample at 2; 0 to 2;2 included animal names (' dog ', ' cat ', ' bird '), foods (' juice ', ' banana', ' cookie', 'apple '), toys (' ball ', ' book '), clothes (' shoes ', ' socks '), household items (' spoon ', 'bed ', ' cup ', ' key '), people ('mommy ', ' daddy ', ' baby ') and social words (' no ', ' byebye ', ' hi ', ' yes ', ' thank you ', ' please ').…”

Section: Cross-linguistic CDI Findingsmentioning

confidence: 99%

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Vocabulary development in Greek children: a cross-linguistic comparison using the Language Development Survey*

Papaeliou

Rescorla

2011

J. Child Lang.

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This study investigated vocabulary size and vocabulary composition in Greek children aged 1 ; 6 to 2 ; 11 using a Greek adaptation of Rescorla's Language Development Survey (LDS; Rescorla, 1989). Participants were 273 toddlers coming from monolingual Greek-speaking families. Greek LDS data were compared with US LDS data obtained from the instrument's normative sample (Achenbach & Rescorla, 2000). Vocabulary size increased markedly with age, but Greek toddlers appeared to get off to a slower start in early word learning than US children. The correlation between percentage word use scores in Greek and US samples was moderate in size, indicating considerable overlap but some differences. Common nouns were the largest category among the fifty most frequent words in both samples. Numbers of adjectives and verbs were comparable across languages, but people and closed-class words were more numerous in the Greek sample. Finally, Greek late talkers showed similar patterns of vocabulary composition to those observed in typically developing Greek children.

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Section: Cross-linguistic CDI Findingssupporting

confidence: 77%

Section: Cross-linguistic CDI Findingsmentioning

confidence: 99%

Section: Cross-linguistic CDI Findingsmentioning

confidence: 99%

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Vocabulary development in Greek children: a cross-linguistic comparison using the Language Development Survey*

Papaeliou

Rescorla

2011

J. Child Lang.

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“…Although it was initially hypothesized that infants learn sounds from contrastive meanings, i.e., minimal pairs (Werker & Tees, 1984), this idea was challenged by the finding that infants are sensitive to language-specific phonetic detail at an age at which they hardly know any words, let alone enough minimal pairs to allow for all contrasts (e.g., Caselli et al, 1995;Dietrich, Swingley, & Werker, 2007). Instead, current theories of first language acquisition argue that perceptual reorganization occurs mainly through bottom-up learning from speech input (e.g., Kuhl et al, 2008;Pierrehumbert, 2003;Werker & Curtin, 2005).…”

Section: Distribution-driven Learning Of Perceptionmentioning

confidence: 99%

Semantics guide infants’ vowel learning: Computational and experimental evidence

Schure

Junge

Boersma

2016

Infant Behavior and Development

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Semantics guide infants' vowel learning: computational and experimental evidenceter Schure, S.M.M.; Junge, C.M.M.; Boersma, P.P.G. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. a b s t r a c tIn their first year, infants' perceptual abilities zoom in on only those speech sound contrasts that are relevant for their language. Infants' lexicons do not yet contain sufficient minimal pairs to explain this phonetic categorization process. Therefore, researchers suggested a bottom-up learning mechanism: infants create categories aligned with the frequency distributions of sounds in their input. Recent evidence shows that this bottom-up mechanism may be complemented by the semantic context in which speech sounds occur, such as simultaneously present objects. To test this hypothesis, we investigated whether discrimination of a non-native vowel contrast improves when sounds from the contrast were paired consistently or randomly with two distinct visually presented objects, while the distribution of speech tokens suggested a single broad category. This was assessed in two ways: computationally, namely in a neural network simulation, and experimentally, namely in a group of 8-month-old infants. The neural network, trained with a large set of sound-meaning pairs, revealed that two categories emerge only if sounds are consistently paired with objects. A group of 49 real 8-month-old infants did not immediately show sensitivity to the pairing condition; a later test at 18 months with some of the same infants, however, showed that this sensitivity at 8 months interacted with their vocabulary size at 18 months. This interaction can be explained by the idea that infants with larger future vocabularies are more positively influenced by consistent training (and/or more negatively influenced by inconsistent training) than infants with smaller future vocabularies. This suggests that consistent pairing with distinct visual objects can help infants to discriminate speech sounds even when the auditory information does not signal a distinction. Together our results give computational as well as experimental support for the idea that semantic context plays a role in disambiguating phonetic auditory input.

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“…The analogy between objects and nouns on the one hand, and events and verbs on the other, has been used to explore the cognitive differences between them: "Verbs are slower to be acquired than nouns (Caselli et al 1995;Gentner 1982;Gentner and Boroditsky 2001); poorer in memory than nouns, both in recognition and in recall (e.g. Kersten and Earles 2004); more mutable in meaning under semantic strain (Gentner and France 1988); less prone to be borrowed in language contact (e.g.…”

Section: Object Salience In Task Division For Novel Non-repetitive Pmentioning

confidence: 99%

Object Salience in the Division of Labor: Experimental Evidence

2016

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When we engage in the process of division of labor, there are typically multiple alternatives, but insufficient knowledge to choose among them. Under such conditions, we propose that not all alternatives are equally likely to be pursued. In particular, when we engage in the process of division of labor for novel and non-repetitive production, we argue that we display a tendency to perceive and select objectbased task partitions over activity-based partitions. We experimentally investigate how the salience of objects over activities manifests itself in individuals and groups engaged in division of labor for the assembly of strongly or weaklydecomposable products. We draw implications for organization design as well as the impact of technological change on organizations. The limited prior attention to the process by which a division of labor emerges may simply have been the consequence of pervasive functionalist assumptions. For instance, the influential position of Ludwig von Mises was that if a particular division of labor has efficiency advantages (such as gains from trade), its emergence could be taken for granted (von Mises 1949). This may even have been justified in an industrial context dominated by highly repetitive activity on a shop floor, such as that celebrated in Smith (1776), where opportunities for learning through repetition could have helped uncover the efficient division of labor, and opportunities for amortizing that learning through repeated production may have led 2 In particular, the process of achieving task division may be uniquely important in human organizations. Division of labor also occurs in biological systems, but the key questions there pertain to why some systems evolve towards differentiated allocation of tasks given a task division and an initial undifferentiated allocation of tasks (Rueffler Hermisson and Wagner 2012). Page 2 of 49 Management Science3 to a strong emphasis on particular kinds of division of labor (e.g. Taylor 1911; Wren 1979). However, the degree of repeatability of production that organizations confront today varies significantly (e.g. it is relatively lower in project-based work than on the shop floor). Further, for every existing pattern of division of labor, there must have been a point in time at which the process by which it first emerged unfolded. Put simply, organizations often confront novel goals, and when they do, a process of division of labor must necessarily arise. If so, it is valuable to understand what social and psychological factors beyond the technological properties of the task influence the process through which an equilibrium -a division of labor -emerges (Schelling 1960;Skyrms 2004).In this study, we investigate this process of division of labor under conditions of novelty and nonrepetitiveness with a focus on its social and psychological micro-foundations. It has been noted that we tend to focus more on 'objects' than 'activities' when making sense of and categorizing our environment (e.g. Gentner 1982;Rosch et al. 1976). We prop...

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A cross-linguistic study of early lexical development

Cited by 366 publications

References 20 publications

Vocabulary development in Greek children: a cross-linguistic comparison using the Language Development Survey*

Vocabulary development in Greek children: a cross-linguistic comparison using the Language Development Survey*

Semantics guide infants’ vowel learning: Computational and experimental evidence

Object Salience in the Division of Labor: Experimental Evidence

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