Non-Arbitrariness in Mapping Word Form to Meaning: Cross-Linguistic Formal Markers of Word Concreteness
نویسندگان
چکیده
منابع مشابه
Concreteness and word production.
Two experiments are reported that investigated the effect of concreteness on the ability to generate words to fit sentence contexts. When participants attempted to retrieve words from dictionary definitions in experiment 1, abstract words were associated with more omissions and more alternates than were concrete words. These findings are consistent with the view that the semantic-lexical weight...
متن کاملWord frequency cues word order in adults: cross-linguistic evidence
One universal feature of human languages is the division between grammatical functors and content words. From a learnability point of view, functors might provide entry points or anchors into the syntactic structure of utterances due to their high frequency. Despite its potentially universal scope, this hypothesis has not yet been tested on typologically different languages and on populations o...
متن کاملA cross-linguistic study of early word meaning: universal ontology and linguistic influence.
This research concerns how children learn the distinction between substance names and object names. Quine (1969) proposed that children learn the distinction through learning the syntactic distinctions inherent in count/mass grammar. However, Soja et al. (1991) found that English-speaking 2-year-olds, who did not seem to have acquired count/mass grammar, distinguished objects from substances in...
متن کاملContextual Cues To Word Learning: Mapping Meaning To Form At Two Developmental Milestones
In two studies, we examined what constitutes a supportive context for word learning. In Study 1, we examined children’s comprehension of iconic gestures by asking 2, 3, and 4 year-old children, as well as adult controls, to choose the referent of an iconic gesture. The gesture either highlighted a possible action with the object, or a salient physical attribute of the object. By age 2, children...
متن کاملForm-meaning links in the development of visual word recognition.
Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Cognitive Science
سال: 2016
ISSN: 0364-0213
DOI: 10.1111/cogs.12361