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  The use of iconic words in early child-parent interactions

Perlman, M., Fusaroli, R., Fein, D., & Naigles, L. (2017). The use of iconic words in early child-parent interactions. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (CogSci 2017) (pp. 913-918). Austin, TX: Cognitive Science Society.

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Item Permalink: https://hdl.handle.net/11858/00-001M-0000-002D-4BFB-A Version Permalink: https://hdl.handle.net/21.11116/0000-0002-C072-4
Genre: Conference Paper

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Perlman_etal_2017.pdf (Publisher version), 2MB
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https://mindmodeling.org/cogsci2017/papers/0180/paper0180.pdf (Supplementary material)
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 Creators:
Perlman, Marcus1, Author           
Fusaroli, Riccardo2, Author
Fein, Deborah3, Author
Naigles, Letitia3, Author
Affiliations:
1Language and Cognition Department, MPI for Psycholinguistics, Max Planck Society, ou_792548              
2Department of Communication and Culture & the Interacting Minds Center , Aarhus University , Aarhus, Denmark, ou_persistent22              
3Department of Psychological Sciences University of Connecticut,, Storrs, CT, USA, ou_persistent22              

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Free keywords: iconicity; vocabulary development; child-directed speech; sound symbolism
 Abstract: This paper examines the use of iconic words in early conversations between children and caregivers. The longitudinal data include a span of six observations of 35 children-parent dyads in the same semi-structured activity. Our findings show that children’s speech initially has a high proportion of iconic words, and over time, these words become diluted by an increase of arbitrary words. Parents’ speech is also initially high in iconic words, with a decrease in the proportion of iconic words over time – in this case driven by the use of fewer iconic words. The level and development of iconicity are related to individual differences in the children’s cognitive skills. Our findings fit with the hypothesis that iconicity facilitates early word learning and may play an important role in learning to produce new words.

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Language(s): eng - English
 Dates: 2017-04-112017
 Publication Status: Published online
 Pages: -
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Title: the 39th Annual Conference of the Cognitive Science Society (CogSci 2017)
Place of Event: London, UK
Start-/End Date: 2017-07-26 - 2017-07-29

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Title: Proceedings of the 39th Annual Conference of the Cognitive Science Society (CogSci 2017)
Source Genre: Proceedings
 Creator(s):
Gunzelmann, Glenn, Editor
Howes, Andrew, Editor
Tenbrink, Thora, Editor
Davelaar, Eddy, Editor
Affiliations:
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Publ. Info: Austin, TX : Cognitive Science Society
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: 913 - 918 Identifier: -