Deutsch
 
Hilfe Datenschutzhinweis Impressum
  DetailsucheBrowse

Datensatz

DATENSATZ AKTIONENEXPORT
Zur Ablage hinzufügen
  Lokale TagsFreigabegeschichteDetailsÜbersicht

Freigegeben
Konferenzbeitrag

The use of iconic words in early child-parent interactions

MPG-Autoren
/persons/resource/persons198506

Perlman,  Marcus
Language and Cognition Department, MPI for Psycholinguistics, Max Planck Society;

Externe Ressourcen

https://mindmodeling.org/cogsci2017/papers/0180/paper0180.pdf
(Ergänzendes Material)

Volltexte (beschränkter Zugriff)
Für Ihren IP-Bereich sind aktuell keine Volltexte freigegeben.
Volltexte (frei zugänglich)

Perlman_etal_2017.pdf
(Verlagsversion), 2MB

Ergänzendes Material (frei zugänglich)
Es sind keine frei zugänglichen Ergänzenden Materialien verfügbar
Zitation

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.


Zitierlink: https://hdl.handle.net/11858/00-001M-0000-002D-4BFB-A
Zusammenfassung
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.