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How mothers teach basic-level and situation-restricted count nouns

D G Hall1

  • 1M.R.C. Cognitive Development Unit, London, UK.

Journal of Child Language
|June 1, 1994
PubMed
Summary
This summary is machine-generated.

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Mothers teaching young children words tend to teach basic-level nouns before situation-restricted nouns. This mirrors children

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Cognitive Science

Background:

  • Children often infer word meanings from context.
  • Ostensive definition is a key word-learning mechanism.
  • Distinguishing between basic-level and situation-restricted nouns is challenging.

Purpose of the Study:

  • To investigate how mothers teach word categories to young children.
  • To examine if mothers' teaching strategies align with children's presumed word-learning biases.
  • To explore the role of ostensive definition in teaching different noun types.

Main Methods:

  • 14 mother-child dyads (mean child age 3.7 years) participated.
  • Story-book reading sessions were used for word teaching.
  • Mothers taught basic-level and situation-restricted count nouns for object drawings.

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Main Results:

  • Mothers typically taught basic-level nouns before situation-restricted nouns.
  • Basic-level nouns were often taught using ostensive definitions, especially for unfamiliar objects.
  • Ostensive definitions were used more frequently and with less additional information for basic-level nouns.

Conclusions:

  • Mothers' teaching strategies support the idea that basic-level nouns are psychologically privileged for ostensive definition.
  • This study provides evidence for a shared assumption between word learners and word teachers regarding noun categorization.
  • Findings contribute to understanding the developmental trajectory of word acquisition and categorization.