lexical development

Question 1

Productive vocabulary​

Answer 1

the words a child can actually speak.​

Question 2

Hyponym​

Answer 2

a word within a hypernym’s category (i.e. apple NOT fruit)​ (same for

Question 3

Hypernym​

Answer 3

a category into which other words fit (i.e. fruit NOT apple)​

Question 4

Mutual Exclusivity Assumption

Answer 4

The belief that something cannot be two things at once. eg. a poodle cannot be a dog and an animal.

Question 5

Categorical Overextension

Answer 5

a. The name for one member of a category is extended to all members of the category.
b. Apple used for all round fruit.

Question 6

Analogical Overextension

Answer 6

a. A word for one object is extended to one in a different category; some physical connection:
b. Cat for all fluffy things.

Question 7

Mismatch Statements

Answer 7

a. One-word sentences that appear abstract: child makes a statement about one object in relation to another.
b. Saying ‘duck’ when looking at an empty pond.

Question 8

Underextension

Answer 8

a. When a child uses a word in a very restricted way, such as only to refer to one specific example
b. Eg a child learns that the family’s black cat is ‘cat’ but does not understand that the neighbor’s fluffy white cat can also be referred to by the same word
c. So seeing the word cat as a hyponym not hypernym.

Question 9

Virtuous Error

Answer 9

A logially made mistake that makes sense as it shows that they are trying (applying grammatical rules, thinking logically, etc.) . Eg. eated, fish(i)es, feets, overextension.

Question 10

Katherine Nelson on Categorizing 1st words: (5/6)

Answer 10

1. Categorising first words:
   a. Naming things/people (60%)
   b. Actions/events
   c. Describing/modifying things
   d. Personal/social words
2. Lexical not grammatical words
   a. Grammatical words are the ones that are weird to define (eg. Prepositions)

Question 11

Eve Clark’s Semantic Feature Hypothesis: (6/7)

Answer 11

Identifies word (as in which word would work for this- think overextension) using some of the components/features associated with the word.
1. Taste
2. Sound
3. Movement
4. Shape
5. Size
6. Texture

Question 12

Jean Aitchison Her 3 proposed stages for children. (4)

Answer 12

1. Labelling:
2. Packaging:
3. Network Building:
4. “Language had a biologically organised schedule”.

Question 13

Who proposed these stages?
Labelling
Packaging
Network Building

Answer 13

Jean Aitchison

Question 14

Who said that the first words would likely be to the purpose of:
a. Naming things/people (60%)
b. Actions/events
c. Describing/modifying things
d. Personal/social words

Answer 14

Katherine Nelson

Question 15

Who suggested these as features that might be associated (perhaps too much sometimes) with a word:
1. Taste
2. Sound
3. Movement
4. Shape
5. Size
6. Texture

Answer 15

Eve Clark

Question 16

how many of our first words are nouns?

Answer 16

60%

Question 17

Jean Aitchison Her 3 proposed stages for children. (4)
Labelling

Answer 17

Linking words to objects. Understanding that objects can be labelled.

Question 18

Jean Aitchison Her 3 proposed stages for children. (4)
Packaging

Answer 18

Exploring what labels can apply to. Over/under extension occurs in order to understand the range of a word’s meaning. Positive 😊.

Question 19

Jean Aitchison Her 3 proposed stages for children. (4)
Network Building

Answer 19

Making connections between words – understanding similarities and opposites in meanings.