Semantics In Language Acquisition
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Semantics in Language Acquisition
Author: Kristen Syrett
language: en
Publisher: John Benjamins Publishing Company
Release Date: 2018-08-02
This volume presents the state of the art of recent research on the acquisition of semantics. Covering topics ranging from infants' initial acquisition of word meaning to the more sophisticated mapping between structure and meaning in the syntax-semantics interface, and the relation between logical content and inferences on language meaning (semantics and pragmatics), the papers in this volume introduce the reader to the variety of ways in which children come to realize that semantic content is encoded in word meaning (for example, in the event semantics of the verbal domain or the scope of logical operators), and at the level of the sentence, which requires the composition of semantic meaning. The authors represent some of the most established and promising researchers in this domain, demonstrating collective expertise in a range of methodologies and topics relevant to the acquisition of semantics. This volume will serve as a valuable resource for students and faculty, and junior and seasoned researchers alike.
Semantics in Acquisition
Author: Veerle van Geenhoven
language: en
Publisher: Springer Science & Business Media
Release Date: 2006-07-15
A good deal of work in language acquisition has been devoted to children’s interpretation of sentences that contain the universal quantifier, e. g. , every in English. It has been observed in several experimental studies and across several languages that some school-age children experience difficulty in interpreting such sentences (e. g. , Inhelder & Piaget, 1964; Roeper & de Villiers, 1991; Philip, 1995). Non-adult responses from children have been found in various conditions, including the circumstance exemplified in the picture in Figure 1, where three boys are each riding an elephant and a fourth elephant (referred to as the ‘extra-object’) is not being ridden. Some children who are shown such a picture sometimes respond No to the question in (1) relative to this picture: (1) Is every boy riding an elephant? Figure 1. The Extra-Object Condition To justify their negative answer to the question in (1), children often point to the extra object, i. e. , the elephant that is not being ridden. This reply has been called the symmetrical response or the exhaustive pairing response since children who give this kind of response seem to interpret the question to be about the symmetry (i. e. , one-to-one relation) between the set of entities denoted by the subject noun (the boys) and the set denoted by the object noun (the elephants).
Language Acquisition
Author: Jill G. De Villiers
language: en
Publisher: Harvard University Press
Release Date: 1978
The study of language acquisition has become a center of scientific inquiry into the nature of the human mind. The result is a windfall of new information about language, about learning, and about children themselves. In Language Acquisition Jill and Peter de Villiers provide a lively introduction to this fast-growing field. Their book deals centrally with the way the child acquires the sounds, meanings, and syntax of his language, and the way he learns to use his language to communicate with others. In discussing these issues, the de Villiers provide a clear and insightful treatment of the classic questions about language acquisition: Does the child show a genetic predisposition for speech, or grammar, or semantics which makes him uniquely able to learn human language? What kinds of learning are involved in acquiring language and what kinds of experience with a language are necessary to support such learning? Is there a critical period during the child's development which is optimal for language acquisition? And what kind of psychological disabilities underlie the failure to acquire language?