How children use input to acquire a lexicon.

@article{citeulike:2931918, abstract = {The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother-child conversation, but no effects of social aspects of those conversations. The findings further revealed that the properties of data that benefit lexical development in 2-year-olds are quantity, lexical richness, and syntactic complexity. The nature of the computational mechanisms implied by these findings is discussed. An integrated account of the roles of social and computational processes to lexical development is proposed.}, address = {Department of Psychology, Florida Atlantic University, Ft Lauderdale 33314, USA. ehoff@fau.edu}, author = {Hoff, E. and Naigles, L. }, citeulike-article-id = {2931918}, issn = {0009-3920}, journal = {Child development}, keywords = {child-directed-speech, input-frequency, language-acquisition, language-development, lexical-development, sli-project, syntactic-complexity}, number = {2}, pages = {418--433}, posted-at = {2008-06-26 19:36:04}, priority = {4}, title = {How children use input to acquire a lexicon.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/11949900}, volume = {73}, year = {2002} }

TY - JOUR ID - citeulike:2931918 L3 - citeulike-article-id:2931918 TI - How children use input to acquire a lexicon. JF - Child development VL - 73 IS - 2 SP - 418 EP - 433 AD - Department of Psychology, Florida Atlantic University, Ft Lauderdale 33314, USA. ehoff@fau.edu SN - 0009-3920 N2 - The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother-child conversation, but no effects of social aspects of those conversations. The findings further revealed that the properties of data that benefit lexical development in 2-year-olds are quantity, lexical richness, and syntactic complexity. The nature of the computational mechanisms implied by these findings is discussed. An integrated account of the roles of social and computational processes to lexical development is proposed. KW - child-directed-speech KW - input-frequency KW - language-acquisition KW - language-development KW - lexical-development KW - sli-project KW - syntactic-complexity AU - Hoff, E AU - Naigles, L PY - 2002///r UR - http://view.ncbi.nlm.nih.gov/pubmed/11949900 ER -