Acquisition of the Meaning of the Word "Orange" Requires Understanding of the Meanings of "Red, Pink, and Purple": Constructing a Lexicon as a Connected System

Autor/inn/en	Saji, Noburo; Imai, Mutsumi; Asano, Michiko
Titel	Acquisition of the Meaning of the Word "Orange" Requires Understanding of the Meanings of "Red, Pink, and Purple": Constructing a Lexicon as a Connected System
Quelle	In: Cognitive Science, 44 (2020) 1, (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6709
DOI	10.1111/cogs.12813
Schlagwörter	Language Acquisition; Color; Vocabulary; Japanese; Preschool Children; Young Adults; Definitions; Age Differences + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Colour; Farbbezeichnung; Farbe; Wortschatz; Japaner; Japanisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Young adult; Junger Erwachsener; Begriffsbestimmung; Age; Difference; Age difference; Altersunterschied
Abstract	This research investigated how children build up the language-specific system of the color lexicon, examining factors that play important roles for the construction of an adult-like color lexicon. We had 3-, 4-, and 5-year-old Japanese-speaking children and adults (n = 20, 18, 19, and 19, respectively) produce names for 93 color swatches. The results showed that children of all ages were able to apply most of the chromatic words to the colors close to the center of each category, but even 5-year-olds struggle to delineate the boundaries between the words. Furthermore, the model analyses revealed that broad-covering and high-frequency words are mapped to the center of the lexical category earlier. However, cross-individual consistency in adults' use contributed most strongly for the adult-like boundary delineation. The results suggest that the process of system construction consists of at least two steps (i.e., mapping words to their category center and finding appropriate boundaries between neighboring words), with the quantity and the quality of the input contributing differently to the steps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01