lexis and semantics in cld

Question 1

katherine nelson

Answer 1

Katherine Nelson studied the first 50 words her daughter produced (holophrastic stage)
She learnt that 60% of the 50 words named people, animals and things (proper and concrete nouns based on viausl learning from their environment.
The role of social interaction is evident – pragmatic awareness is vital, which suggests that the role of the caregiver has an important role to play in language development. – supports social interactionalism/ Treverthen and CDS Bruner

Question 2

Woodward and Markman (1988 Vocabulary Explosion

Answer 2

Children enter the two word stage at around 18 months and acquire words at the rate of 40 new words per week
– a real cognitive change in children where they begin to recognise the grammatical and syntactical links between words. ​

Question 3

Overextension

Answer 3

linking words with similar meaning

All animals with four legs = dog

Question 4

Underextension

Answer 4

when they cannot make links between objects with similar meaning
A rose is a flower but a daffodil isn’t

Question 5

3 types of over extension

Answer 5

CATEGORICAL: a word for a member of a clear category is extended to other members of that category. E.g. apple applied to all other types of fruit​

ANALOGICAL: a word for one object is extended to another object which is not in the same clear category but which still bears some similarity, either physical or functional, to the original object. For example - using cat for soft scarf, or hat for hairbrush​

STATEMENTS: these are almost like one word sentences. Children are not labelling an object but making a statement about it in relation to another object. E.g. saying Dolly upon seeing the empty doll’s bed.

Question 6

Piaget -understnding

Answer 6

Children cant say what they don’t understand

Question 7

What’s the word explosion

Answer 7

Children rapidly learn words