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The Role of Onomatopoeia in Children's Early Language Development, 2017-2018 ...
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The impact of child-directed language on children’s lexical development
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Electrophysiological signatures of multimodal comprehension in second language
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Do you hear how BIG it is? Iconic Prosody in Child Directed Language Supports Language Acquisition
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Supplementary material from "More than words: word predictability, prosody, gesture and mouth movements in natural language comprehension" ...
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Supplementary material from "More than words: word predictability, prosody, gesture and mouth movements in natural language comprehension" ...
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Supplementary material from "More than words: word predictability, prosody, gesture and mouth movements in natural language comprehension" ...
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The impact of child-directed language on children’s lexical development ...
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Electrophysiological signatures of multimodal comprehension in second language ...
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Do you hear how BIG it is? Iconic Prosody in Child Directed Language Supports Language Acquisition ...
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Situating Language in the Real-World: The Role of Multimodal Iconicity and Indexicality
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In: J Cogn (2021)
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In search of different categories of abstract concepts: a fMRI adaptation study
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In: Sci Rep (2021)
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Linking language to sensory experience: Onomatopoeia in early language development
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Abstract:
A key question in developmental research concerns how children learn associations between words and meanings in their early language development. Given a vast array of possible referents, how does the child know what a word refers to? We contend that onomatopoeia (e.g. knock, meow), where a word's sound evokes the sound properties associated with its meaning, are particularly useful in children's early vocabulary development, offering a link between word and sensory experience not present in arbitrary forms. We suggest that, because onomatopoeia evoke imagery of the referent, children can draw from sensory experience to easily link onomatopoeic words to meaning, both when the referent is present as well as when it is absent. We use two sources of data: naturalistic observations of English-speaking caregiver-child interactions from 14 up to 54 months, to establish whether these words are present early in caregivers' speech to children, and experimental data to test whether English-speaking children can learn from onomatopoeia when it is present. Our results demonstrate that onomatopoeia: (a) are most prevalent in early child-directed language and in children's early productions, (b) are learnt more easily by children compared with non-iconic forms and (c) are used by caregivers in contexts where they can support communication and facilitate word learning.
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Keyword:
ddc:370; ddc:400
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URL: https://kups.ub.uni-koeln.de/30864/
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The role of onomatopoeia in children's early language development ...
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Making Sense of the Hands and Mouth: The Role of Secondary Cues to Meaning in British Sign Language and English
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Onomatopoeia, gestures, actions and words: how do caregivers use multimodal cues in their communication to children?
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Italian Age of Acquisition Norms for a Large Set of Words (ItAoA)
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