Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-22T22:36:27.038Z Has data issue: false hasContentIssue false

Features, contrasts and the FCH: some comments on Barrett's lexical development hypothesis*

Published online by Cambridge University Press:  26 September 2008

Katherine Nelson
Affiliation:
City University of New York

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Notes and Discussion
Copyright
Copyright © Cambridge University Press 1979

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

[*]

Preparation of this paper was supported in part by NSF Grant BNS 77-01179. I am indebted to Janice Gruendel and John Dore for critical reading and discussion of the issues, although they should not be held accountable for the opinions expressed here, with which neither is necessarily in agreement. Address for correspondence: Program in Developmental Psychology, Graduate School and University Center, CUNY, 33 W. 42nd St., New York, N.Y. 10036.

References

REFERENCES

Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.Google Scholar
Barrett, M. D. (1978). Lexical development and overextension in child language. JChLang 5. 205–19.Google Scholar
Bowerman, M. (1976). Semantic factors in the acquisition of rules for word use and sentence construction. In Morehead, D. M. & Morehead, A. E. (eds), Normal and deficient child language. Baltimore: University Park Press.Google Scholar
Clark, E. V. (1972). On the child's acquisition of antonyms in two semantic fields. JVLVB 11. 750–8.CrossRefGoogle Scholar
Clark, E. V. (1973). What's in a word? On the child's acquisition of semantics in his first language. In Moore, T. E. (ed.), Cognitive development and the acquisition of language. New York: Academic Press.Google Scholar
Clark, E. V. (1977). Strategies for communicating. Paper presented in the symposium on The Acquisition of Word Meaning, the Biennial Meeting of the Society for Research in Child Development,New Orleans.Google Scholar
Greenfield, P. M. & Smith, J. H. (1976). The structure of communication in early language development. New York: Academic Press.Google Scholar
Gruendel, J. M. (1977). Referential extension in early language development. ChDev 48. 1567–76.Google Scholar
Halliday, M. (1975). Learning how to mean. London: Edward Arnold.CrossRefGoogle Scholar
Haviland, S. & Clark, E. V. (1974). ‘This man's father is my father's son’: a study of the acquisition of English kin terms. JChLang 1. 2347.Google Scholar
Leopold, W. F. (1939). Speech development of a bilingual child: a linguist's record. Vol. I. Vocabulary growth in the first two years. Evanston, Ill.: Northwestern University Press.Google Scholar
Leopold, W. F. (1949). Speech development of a bilingual child: a linguist's record. Vol. III. Grammar and general problems in the first two years. Evanston, Ill.: Northwestern University Press.Google Scholar
Miller, G. A. (1977). Spontaneous apprentices. New York: The Seabury Press.Google Scholar
Nelson, K. (1973). Some evidence for the cognitive primacy of categorization and its functional basis. MPQ 19. 2139.Google Scholar
Nelson, K. (1974). Concept, word and sentence: interrelations in acquisition and development. PsychRev 81. 267–85.Google Scholar
Nelson, K. (1977). The syntagmatic–paradigmatic shift revisited: a review of research and theory. PsychBull 84. 93116.Google ScholarPubMed
Nelson, K. (in press). Explorations in the development of a functional semantic system. In Collins, W. A. (ed.), 12th Minnesota symposium on child psychology, Hillsdale, N.J.: Eribaum.Google Scholar
Nelson, K. (1978). Semantic development and the development of semantic memory. In Nelson, K. E. (ed.), Children's language. New York: Gardner Press.Google Scholar
Nelson, K., Rescorla, L., Gruendel, J. & Benedict, H. (in press). Early lexicons: what do they mean? ChDev 49.CrossRefGoogle Scholar
Nelson, K., Ross, G., Tanouye, E. & Wetstone, H. (in preparation). Word and concept acquisition. Yale University.Google Scholar
Nelson, K. E. & Bonvillian, J. D. (1978). Early language development: conceptual growth and related processes between 2 and 4½ years of age. In Nelson, K. E. (ed.), Children's language. New York: Gardner Press.Google Scholar
Petrey, S. (1977). Word and association and the development of lexical memory. Cognition 5. 5771.CrossRefGoogle Scholar
Rescorla, L. (1976). Concept formation in word learning. Unpublished doctoral dissertation, Yale University.Google Scholar