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Conceptual perspective and lexical choice in acquisition

E V Clark1

  • 1Department of Linguistics, Stanford University, CA 94305, USA. eclark@psych.stanford.edu

Cognition
|July 1, 1997
PubMed
Summary

Children readily learn multiple words for the same object, supporting the many-perspectives account of lexical acquisition. This contrasts with the one-perspective view, suggesting early flexibility in word learning.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Cognitive Science

Background:

  • Adult language use involves selecting words that reflect different perspectives on the same entity.
  • Lexical acquisition theories explain how children learn word meanings and their associated perspectives.

Purpose of the Study:

  • To investigate whether children learn multiple perspectives along with new words.
  • To compare the 'many-perspectives' account with the 'one-perspective' account of early word learning.

Main Methods:

  • Analysis of spontaneous child language use, including novel word formation and perspective-shifting.
  • Examination of children's ability to learn new terms for already-labeled concepts.
  • Assessment of the role of pragmatic cues in word learning.

Main Results:

  • Children spontaneously use multiple terms for single objects, demonstrating early perspective-taking.
  • Children create novel words to signify alternative perspectives.
  • Children successfully learn new words and relate them to existing ones when provided with clear pragmatic directions.

Conclusions:

  • Evidence supports the many-perspectives account, indicating children learn word meanings and associated perspectives concurrently.
  • Children's early lexical development is characterized by flexibility in perspective-taking.
  • Effective pragmatic guidance from adults facilitates children's word learning and integration of new perspectives.

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