Young Children's Use of Contrast in Word Learning: The Case of Proper Names
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| Title: | Young Children's Use of Contrast in Word Learning: The Case of Proper Names |
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| Language: | English |
| Authors: | Hall, D. Geoffrey, Rhemtulla, Mijke |
| Source: | Journal of Cognition and Development. 2014 15(4):551-568. |
| Availability: | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Vocabulary Development, Nouns, Word Recognition, Novelty (Stimulus Dimension), Classification, Comparative Analysis, Psychological Patterns |
| DOI: | 10.1080/15248372.2013.784976 |
| ISSN: | 1524-8372 |
| Abstract: | Recent research has established that contrast can exert a powerful effect on early word learning. This study examined the role of contrast in young children's ability to learn proper names. Preschoolers heard a novel word for an unfamiliar stuffed animal in the presence of a second stuffed animal of either the same or a different kind. Children received contrastive information indicating that the word did not apply to the second animal. Children were more likely to interpret the word as a proper name if the second animal belonged to the same kind as the target than if it belonged to a different kind. Children did not appear to make a proper name interpretation in a control condition in which the second animal was not present, providing no contrastive information. The results reveal the strength of within-kind contrastive information to foster children's acquisition of proper names, highlighting the potency of comparison processes in early word learning. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2014 |
| Accession Number: | EJ1038049 |
| Database: | ERIC |
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