Abstractness emerges progressively over the second year of life

Bellagamba, Francesca; Borghi, Anna M.; María, Claudia; Pecora, Giulia; Ferrara, F; Fogel, Alan

doi:10.1038/s41598-022-25426-5

Cited by 4 publications

(3 citation statements)

References 83 publications

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“…Infants start to understand the first abstract words at around 10 and 14 months when they develop social abilities such as engaging in joint action and following others' gaze (Bergelson, Swingley, 2013). As to word production, abstract concepts are hard words and children start to use them quite late (Bellagamba et al, 2022). To acquire them, previous linguistic knowledge (linguistic acquisition modality) and the support of others are needed (social metacognition, Villani et al, 2019;Mazzuca et al, 2022).…”

Section: Abstract Concepts and Languagementioning

confidence: 99%

Exploring The Prospects And Challenges Of Large Language Models For Language Learning And Production

Borghi,

De Livio,

Mannella

et al. 2023

Preprint

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The success of Large Language Models (LLMs) in many application domains suggests that they may also change how we conceive cognition. LLMs possess capabilities traditionally considered exclusively human. Can the experience with language alone facilitate the acquisition of other complex cognitive abilities? Do linguistic, sensorimotor, and interoceptive experiences need to be integrated? Are there domains, like that of abstract concepts (e.g., freedom), where linguistic experience suffices to capture meaning? After introducing what LLMs are, we address their potential impact, discussing five differences from human cognition: they are not grounded, lack action, hardly capture pragmatics, are culturally biased, and do not reflect individual characteristics.

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Section: Abstract Concepts and Languagementioning

confidence: 99%

Exploring The Prospects And Challenges Of Large Language Models For Language Learning And Production

Borghi,

De Livio,

Mannella

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…New clues about potential mechanisms have been provided by recent studies. For example, a recent study of eight infants over the second year of life found there was incremental growth of abstract words and that social interactions with caregivers were instrumental to the learning of abstract words (Bellagamba et al, 2022). In addition, Nook et al (2020) examined the development of emotion concepts and found that there was a shift from understanding emotions within an external, concrete situation to understanding in terms of internalized concepts.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Development of Abstract Word Meanings

MURAKI,

REGGIN,

FEDDEMA

et al. 2023

J. Child Lang.

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Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition data from large-scale vocabulary testing with children in grade 2 to college age. Earlier-acquired meanings were rated as more concrete while later-acquired meanings as more abstract, particularly for words typically considered to be concrete. The results suggest that sensorimotor experiences are important to early-acquired word meanings, and other experiences (e.g., linguistic) are important to later-acquired meanings, consistent with a multi-representational view of lexical semantics.

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“…New clues about potential mechanisms have been provided by recent studies. For example, a recent study of eight infants over the second year of life found there was incremental growth of abstract words and that social interactions with caregivers were instrumental to the learning of abstract words (Bellagamba et al, 2022). In addition, Nook et al (2020) examined the development of emotion concepts and found DEVELOPING ABSTRACT WORD MEANING 18 that there was a shift from understanding emotions within an external, concrete situation to understanding in terms of internalized concepts.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Development of Abstract Word Meanings

Muraki¹,

Reggin²,

Feddema³

et al. 2022

Preprint

View full text Add to dashboard Cite

Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition. Earlier-acquired meanings were rated as more concrete while later-acquired meanings as more abstract, particularly for words typically considered to be concrete. The results suggest that sensorimotor experiences are important to early-acquired word meanings, and other experiences (e.g., linguistic) are important to later-acquired meanings, consistent with a multi-representational view of lexical semantics.

show abstract

Abstractness emerges progressively over the second year of life

Cited by 4 publications

References 83 publications

Exploring The Prospects And Challenges Of Large Language Models For Language Learning And Production

Exploring The Prospects And Challenges Of Large Language Models For Language Learning And Production

The Development of Abstract Word Meanings

The Development of Abstract Word Meanings

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