Qualitative aspects of productive vocabulary at the 200-and 500-word stages:                 A comparison between spontaneous speech and parental report data

Salerni, Nicoletta; Assanelli, Alessandra; D’Odorico, Laura; Rossi, Germano

doi:10.1177/0142723707067545

Cited by 37 publications

(32 citation statements)

References 25 publications

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“…Verbs, and verb-like items, are acquired later as they involve more cognitively complex tasks for children to accomplish. This account has been supported by a great number of studies in various languages (in English by Bornstein et al, 2004;Fenson et al, 1993;Goldfield, 2000, in Italian by Bornstein et al, 2004;Caselli et al, 1995;Salerni, Assanelli, D'Odorico, & Rossi, 2007;Tardif, Shatz, & Naigles, 1997, in Hebrew by Bornstein et al, 2004;Dromi, 1987;Maital, Dromi, Sagi, & Bornstein, 2000, in Spanish by Jackson-Maldonado, Thal, Marchman, Bates, & Guitierrez-Clellen, 1993and in Dutch, Bornstein et al, 2004De Houwer & Gillis, 1998;Verlinden & Gillis, 1988). However, researchers challenging this view claim that the characteristics of any language being acquired are as important as cognitive factors.…”

Section: Introductionmentioning

confidence: 83%

When context matters more than language: Verb or noun in French and Turkish caregiver speech

2014

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The main goal of this article is to study the respective role of language typology and context on the noun to verb asymmetry in caregiver speech. The speech of 20 Frenchand 20 Turkish-speaking mothers addressed to their children in two different situations (book-reading and toy-play) were analysed in terms of noun to verb ratio as well as in terms of object-oriented to action-oriented utterances ratio. Only a tendency to noun orientation was shown in French mothers. Both groups of mothers behave in the same ways in both contexts with more nouns and object-oriented utterances in the book-reading context vs more verbs and action-oriented utterances in toy-play. These results confirm a more important role of context on mothers' linguistic behaviours than language typology.

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Section: Introductionmentioning

confidence: 83%

When context matters more than language: Verb or noun in French and Turkish caregiver speech

2014

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“…However, further research on this field, especially intercultural studies, will be needed to draw a bigger picture on this issue. Intercultural studies provide evidence that the acquisition of nouns, particularly in early speech development, plays a significant role compared to the verb and the other word classes (Werning, 2008); the word class of nouns is predominant in speech production (e.g., Salerni, Assanelli, D’Odorico, & Rossi, 2007) and speech comprehension. In another intercultural study over seven different oral cultures, findings showed that 20-months old children have more nouns at their command than any other word class in their vocabulary (Bornstein et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Nomen est omen: Investigating the dominance of nouns in word comprehension with eye movement analyses

Furtner

Rauthmann²,

Sachse³

2009

Advances in Cognitive Psychology

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Although nouns are easily learned in early stages of lexical development, their role in adult word and text comprehension remains unexplored thus far. To investigate the role of different word classes (open-class words: nouns, adjectives, verbs; closed-class words: pronouns, prepositions, conjunctions, etc.), 141 participants read a transposed German text while recording eye movements. Subsequently, participants indicated words they found difficult and reproduced the story. Then, participants were presented an untransposed text version while also tracking eye movements. Word difficulty, subjectively assessed by an interview and objectively by eye movement criteria (general fixation rate, number of fixations on specific words), text comprehension scores, and regressive fixations from one word class to another in the transposed text indicated that the noun was the most influential word class in enhancing the comprehension of other words. Developmental, intercultural, and neurophysiological aspects of noun dominance are discussed.

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“…Our full corpus thus comprises 5000 utterances. For Italian, we used 500-utterance-long samples from the utterances of 10 adults from four Italian language subcorpora (Antelmi, 2004; Antinucci and Parisi, 1973; Cipriani et al, 1989; Tonelli et al, 1995; Salerni et al, 2007) of the CHILDES database (MacWhinney, 2000). The full corpus comprises 5000 utterances.…”

Section: Methodsmentioning

confidence: 99%

Word frequency cues word order in adults: cross-linguistic evidence

Gervain¹,

Sebastián‐Gallés²,

Díaz³

et al. 2013

Front. Psychol.

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One universal feature of human languages is the division between grammatical functors and content words. From a learnability point of view, functors might provide entry points or anchors into the syntactic structure of utterances due to their high frequency. Despite its potentially universal scope, this hypothesis has not yet been tested on typologically different languages and on populations of different ages. Here we report a corpus study and an artificial grammar learning experiment testing the anchoring hypothesis in Basque, Japanese, French, and Italian adults. We show that adults are sensitive to the distribution of functors in their native language and use them when learning new linguistic material. However, compared to infants' performance on a similar task, adults exhibit a slightly different behavior, matching the frequency distributions of their native language more closely than infants do. This finding bears on the issue of the continuity of language learning mechanisms.

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Qualitative aspects of productive vocabulary at the 200-and 500-word stages: A comparison between spontaneous speech and parental report data

Cited by 37 publications

References 25 publications

When context matters more than language: Verb or noun in French and Turkish caregiver speech

When context matters more than language: Verb or noun in French and Turkish caregiver speech

Nomen est omen: Investigating the dominance of nouns in word comprehension with eye movement analyses

Word frequency cues word order in adults: cross-linguistic evidence

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