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Jan 13, 2014 · In a relational model of the lexicon, the meaning of a word is constituted by its relations to other words, in particular its semantic relations. Such a model is supported by rich psycholinguistic data from child language acquisition ( Keil 1989 ; Malt this volume), word association norms ( De Deyne and Storms this volume) as well as by the co-occurrence preferences of words.
This chapter asks what is happening to linguistic representations during language use, and how representations are formed in the course of language acquisition. It is shown how Relational Morphology’s theory of representations can be directly embedded into models of processing and acquisition. Central is that the lexicon, complete with ...
e. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
[The author] argues for [the centrality of the lexicon to language and language acquisition] and for the general principles of conventionality and contrast at the core of language acquisition. She looks at the hypotheses children draw on about possible word meanings, and how they map their meanings onto forms. She starts with children's emerging knowledge of conventional words and their ...
- Eve V. Clark
- 1993
Aug 21, 2015 · In short, knowing the meaning of a word requires that children be able to situate it in a complex web of semantic, pragmatic, and grammatical relations. When young children begin to map the meanings of words they encounter, their initial knowledge about language is very limited.
- Eve V. Clark
- 2015
Apr 24, 2017 · The cognitive processes behind language learning may organise the components of language into a so-called mental lexicon (ML) 2. This lexicon can be described as a network structure of interacting ...
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The purpose of this paper is to underscore the importance of the link between lexical and phonological acquisition by considering learning by children beyond the 50-word stage and by applying cognitive models of spoken word processing to development. Lexical and phonological variables that have been shown to influence perception and production across the lifespan are considered relative to ...