Learning the Language of Locomotion: Do Children Use Biomechanical Structure to Constrain Hypotheses about Word Meaning?

Autor/inn/en	Malt, Barbara C.; White, Anne; Ameel, Eef; Storms, Gert
Titel	Learning the Language of Locomotion: Do Children Use Biomechanical Structure to Constrain Hypotheses about Word Meaning?
Quelle	In: Language Learning and Development, 12 (2016) 4, S.357-379 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1171152
Schlagwörter	Cognitive Mapping; Biomechanics; Preschool Children; Vocabulary Development; Physical Activities; Language Usage; Role; Language Patterns; Comparative Analysis; Adults; Indo European Languages; Foreign Countries; Video Technology; Belgium + Suchen Sie Ihr Suchwort? Biomechanik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Sprachgebrauch; Rollen; Sprachmodell; Sprachstruktur; Indoeuropäisch; Ausland; Belgien
Abstract	Much has been said about children's strategies for mapping elements of meaning to words in toddlerhood. However, children continue to refine word meanings and patterns of word use into middle childhood and beyond, even for common words appearing in early vocabulary. We address where children past toddlerhood diverge from adults and where they more closely approximate them, and why. In two studies, we examined naming of locomotion (walking, running, hopping, etc.) by children aged four to nine and compared their patterns of word use to adult patterns. We evaluated whether the children are sensitive to the biomechanical discontinuity between pendulum-type and impact-and-recoil-type actions that constrains adult word use. We also evaluated whether they appreciate this constraint by age four or only develop appreciation later. Children from four onward were sensitive to the biomechanical distinction in their word use. Perceived domain structure plays a role in explaining later lexical development. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01