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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger
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In: Frontiers in Psychology, 2020, vol. 11, art.núm.602385 ; Articles publicats (D-PS) ; Serrat Sellabona, Elisabet Amadó Codony, Anna Rostán Sánchez, Carles Caparrós Caparrós, Beatriu Sidera Caballero, Francesc 2020 Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger Frontiers in Psychology 11 art.núm.602385 (2020)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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Abstract:
One of the most important tasks in first language development is assigning words to their grammatical category. The Semantic Bootstrapping Hypothesis postulates that, in order to accomplish this task, children are guided by a neat correspondence between semantic and grammatical categories, since nouns typically refer to objects and verbs to actions. It is this correspondence that guides children’s initial word categorization. Other approaches, on the other hand, suggest that children might make use of distributional cues and word contexts to accomplish the word categorization task. According to such approaches, the Semantic Bootstrapping assumption offers an important limitation, as it might not be true that all the nouns that children hear refer to specific objects or people. In order to explore that, we carried out two studies based on analyses of children’s linguistic input. We analyzed child-directed speech addressed to four children under the age of 2;6, taken from the CHILDES database. The corpora were selected from the Manchester corpus. The corpora from the four selected children contained a total of 10,681 word types and 364,196 word tokens. In our first study, discriminant analyses were performed using semantic cues alone. The results show that many of the nouns found in parents’ speech do not relate to specific objects and that semantic information alone might not be sufficient for successful word categorization. Given that there must be an additional source of information which, alongside with semantics, might assist young learners in word categorization, our second study explores the availability of both distributional and semantic cues in child-directed speech. Our results confirm that this combination might yield better results for word categorization. These results are in line with theories that suggest the need for an integration of multiple cues from different sources in language development
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Keyword:
Children -- Language; Infants -- Llenguatge; Language acquisition; Llenguatge i llengües -- Adquisició
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URL: http://hdl.handle.net/10256/14404
https://doi.org/10.3389/fpsyg.2017.01242
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| 9 |
When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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| 10 |
The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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| 11 |
The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Frontiers in Psychology, 2016, vol. 7, núm., art. 1363 ; Articles publicats (D-PS) ; Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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Adquisició del llenguatge i cognició ; Language acquisition and cognition ; Adquisición del lenguaje y cognición
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In: Llengua, societat i comunicació; Núm. 13 Cervell i llenguatge; 30 - 37 ; Lengua, sociedad y comunicación; Núm. 13 Cervell i llenguatge; 30 - 37 ; Language, society and communication; Núm. 13 Cervell i llenguatge; 30 - 37 ; 1697-5928 (2015)
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Adquisició del llenguatge i cognició ; Language acquisition and cognition ; Adquisición del lenguaje y cognición
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In: LSC– Llengua, societat i comunicació; 2015: Núm.: 13 Monogràfic: Cervell i llenguatge; p. 30-37 (2015)
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| 17 |
Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Hablando de emociones fingidas: la relación entre la sintaxis de la complementación y la comprensión de la simulación emocional
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