Universität Duisburg-Essen Wintersemester 2006/07 PS/HS Language, meaning and use Dozent: Prof. R. Hickey. Meaning acquisition. Anna Adaszynski, Hans-Joachim Faust, Marius Finnern, Anastasia Nikolaeva, Nicole Reif, Sarah Thiele. The Acquisition of Grammar.
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Thus, for example, categories like "type of object/person" maps directly onto the linguistic category "noun", category like "action" onto "verb", etc. This will get children started on their way to acquiring parts of speech, which later can be supplemented by other linguistic information.
But how do they know which distributional contexts are relevant?
These rules are universal correlated. The symbols labeled “Subject” are in some sense of the same psychological kind.
It is necessary to show that
In situations where structures violate general rules the child needs more information either from the situational context or from the semantic knowledge.
They are innately influenced to learn some things better than others.
nectar and pollen.
recognise flowerlike objects,
but they have to learn which of these objects can give them food
Refers to the natural conditions: The smell of a flower is nearly constant, the colour or shape can change in different light conditions.
These facts show that honey bees learn different things about flowers and store them in a hierarchical order.
The things that they learn and the time they need for it are innate characteristics.
→ this phenomenon is known as “mobbing”
(2)Each bird is shown a harmless species without showing any interest.
(3)A is shown a predator and B is shown a harmless one: A tries to chase it away and gives the characteristic “mobbing call”.
(5)When both birds are shown the harmless bird B teaches A to mob it as well.
A bird kept in auditory isolation begins to experiment with song notes by the time it is about a month old
→ This period of experimentation is known as subsong
→The chick is born with a basic innate song, which it learns to elaborate when it raised in the wild
When the mother points to a cat saying “cat”, the child might relate the word “cat” with the meaning animal, fur, cute or tail.
When a child is inspecting his mother stroking the cat and talking of the grandmother’s visit at the same time, this might create a false pairing.
Many words have no direct connection with sensory-perceptual experience (fun, good) or encode unobservable relations (similar, brother), properties (very, the) or grammatical functions (of, to).