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CDI & the Lexicon

CDI & the Lexicon. 37-924-01 Sharon-Armon-Lotem Bar-Ilan University. Early Lexicon: Form & content Calvin talking at 22 months. First 50 Words of 1 Israeli girl (Keren) - in Order of Acquisition From: Dromi, E. 1987. Early Lexical Development. Cambridge UP. What is a word?.

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CDI & the Lexicon

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  1. CDI & the Lexicon 37-924-01 Sharon-Armon-Lotem Bar-Ilan University

  2. Early Lexicon: Form & content Calvin talking at 22 months

  3. First 50 Words of 1 Israeli girl (Keren) - in Order of AcquisitionFrom: Dromi, E. 1987. Early Lexical Development. Cambridge UP.

  4. What is a word? From comprehensible words to meaningful words Consistent phonetic shape similar in many cases to the adult phonetic shape Consistent use in similar though not identical contexts Repeated production until an adequate response is achieved Use of gestures (in a schema) Consistent feedback Meaningful words have similar meaning in the child and the adult lexicon

  5. Early lexical acquisition: content People Animals Food Body parts Clothing Vehicles Household items Space and motion Social routines Activities

  6. Keren’s full sample of 337 words (based on repeated use in similar contexts) falls into the following categories: words for objects (59%) including names and all other nouns, activities (14%), adjectives (4%), social routines (7%), unclassified words for which the category is not obvious (16%). Are the proportions the same for the first 50 words? The unclassified words take a bigger chunk at the beginning. How many of the first 10 words belong to each category? Of the first 20 words?

  7. Horizontal vs. vertical acquisition. At the beginning of the one-word phase, children show a tendency to acquire words of different semantic fields – horizontal acquisition. Later on, they add words of the same semantic field – vertical acquisition

  8. First 50 Words of 3 American Children - in Order of AcquisitionFrom: Stoel-Gammon, C. & J. Cooper, 1984. Patterns of early lexical and phonological development. Journal Child Language 11: 247-272, Table 4

  9. Which word category is most frequent? Why? Is this the same in all languages?

  10. Kim M, McGregor K.K, Thompson C.K. 2000. Early lexical development in English- and Korean-speaking children: language-general and language-specific patterns. J Child Lang. 27(2):225-54 .

  11. How is word meaning acquired? Sources of information: Grammatical form class Inference from communicative intent Meticulous (careful) caregiver Word learning constraints

  12. Word learning constraints Markman, E. M. 1994. Constraints on word meaning in early language acquisition. Lingua 92, 199-227 • Taxonomic - terms refer to entities of the same kind (rather than to the thematic relation between objects) – the labeling game • Ellie Bean talking - 19 months • Whole object – a novel label refers to an object rather than its parts • Mutual exclusivity – one label for each object – motivates reference to parts and properties and overrides the taxonomic assumption leading to proper names

  13. These constraints are modulated by nonlinguistic context, by children problem solving and processing abilities and by the pragmatics and syntax of the language. The constraints are default assumptions – probabilistic biases that provide a good first guess. These are constraints as part of a theory of learning rather than internal constraints a-la UG. As such they are not special purpose mechanisms.

  14. Processes in meaning development Regular extension Underextension Overextension Unclassified – context bound Dromi: 212 out of 337 showed regular extension at some point. 98 of the 212 were regular all along. At the beginning, words move from one category to another. Later acquisitions were more regular.

  15. First words of a bilingual child (Shelli) – classifiedFrom: Berman, R. 1977. The role of proper nouns at the one-word stage. TAU ms.Berman, R. 1978. Early verbs. International Journal of Psycholinguistics 5: 21-29

  16. Early lexical acquisition: rate & the vocabulary spurt

  17. Dromi, E. 1986. The one-word period as a stage in language development. In I. Levin (ed.) Stages and Structure: Reopenning the Debate. Ablex. 220-245:Figures 1 and 2

  18. Dromi (1986) Lexicon: 337 words Age: 0;10,12 - 1;5,23 Beginning: words enter very slowly up to around 10 words 10th-21st week: up to 10 words a week 21st-24th week: 18 words a week. 25th: 44 new words – vocabulary spurt A decline from week 28th and on. Word combinations emerge on week 32 Two smaller bells with picks at weeks 11 and 21 The rate is curvilinear.

  19. Clark, E. V. 1994. The Lexicon in Acquisition. Cambridge University Press: Figures 2-3 and 2-4

  20. Clark (1994) Lexicon: 337 words Age: 1;0,10 - 1;9,24 Beginning: 1 to 7 words a week 12th-25th: 5 to 12 words a week 26th-41st: 10 to 20 words a week Smaller picks all along, but no one spurt Word combinations emerge on week 9 and increase gradually until week 29 A spurt of word combinations starting on week 29

  21. Goldfield, B. A. and J. S. Reznick. 1990. Early lexical acquisition: rate, content, and the vocabulary spurt. Journal of Child Language 17, 171-183: Figures 4 and 5

  22. Goldfield and Reznick (1990) “Gradual [growth] with occasional spurt intervals alternating with intervals of slower growth” (p. 177) Lexicon: 75-100 words Ages: 1;2 – 1;9 (Later-born) Average of 2 to 5 words a week Gradual growth in the use of nouns staying around the 50% level (compared to the “spurt group” with a rise from 30% to 80%)

  23. What are the possible explanations for these differences? Individual differences: focus on objects vs. activities, focus on combinations rather than single words. Variation in the input – the naming game Different in methods of data collection Size of the studied lexicon

  24. Is there a difference between comprehension and production? Benedict, H. 1979. Early lexical development: comprehension and production. Journal of Child Language 6, 183-200

  25. The CDIs – MacArthur-Bates Communicative Development Inventories By Larry Fenson, Ph.D., Virginia A. Marchman, Ph.D., Donna J. Thal, Ph.D., Philip S. Dale, Ph.D., J. Steven Reznick, Ph.D., & Elizabeth Bates, Ph.D. http://www.sci.sdsu.edu/cdi/cdiwelcome.htm

  26. What do the CDIs look like? LINCOLN UNIVERSITY BABYLAB Toddler Communicative Development Inventories

  27. Info extracted from the CDI on early lexical acquisition http://www.sci.sdsu.edu/lexical/results.php

  28. Fenson, et al. (2000).

  29. The adaptation to Hebrew Maital, S. L., Dromi, E., Sagi, A. and Bornstein, M. H. (2000) The Hebrew Communicative Development Inventory: language specific properties and cross-linguistic generalizations. Journal of Child Language, 27, 43-67. OLA 27/12

  30. *Ring, E.D. & Fenson, L. (2000). The correspondence between parent report and child performance for receptive and expressive vocabulary beyond infancy. First Language, 20, 141-159.

  31. Is parental report a valid measure of child performance? Participants: 40 children 20-30 months-old Instruments: • A double-picture booklet for receptive vocabulary • A single-picture booklet for receptive vocabulary • CDIs

  32. Comprehension Child parent correlation: r=0.55, p<0.01 Within subject (level of difficulty): F(2,76)=81.93, p< 0.01 Between groups (child-adult): F(1,39)=5.20, p<0.05 But: no significant interaction

  33. Production Child parent correlation: r=0.67, p<0.01 Within subject (level of difficulty): F(2,76)=64.69, p< 0.01 Between groups (child-adult): F(1,39)=12.95, p<0.05 But: no significant interaction

  34. CDI & the production task

  35. Jahn-Samilo et al. 1999

  36. Conclusion Parents picture cued report is an effective tool for indexing children’s lexical abilities Children’s performance at the lab underestimates their abilities (even on check trials)

  37. The lexicon of Children with SLI Late talkers (<50 words at 2) Smaller vocabulary Word finding difficulties Difficulties in learning new words Low phonological awareness / low on NWR

  38. At the age of 5 & 13 (Gathercole, Service, Hitch, Adams and Martin 1999)

  39. Leonard, Miller & Gerber (1999)

  40. Summary of findings Based on 100-utternaces segments: Slopes are not different Intercepts were different – across the ages the vocabulary of children with SLI was less diverse (110 vs. 138 words in children with TLD) These findings also applied for nouns and verbs separately. Vocabulary size corresponded to grammatical morphology

  41. Lexical-Semantic organization in SLI (Sheng & McGregor 2010)

  42. Online word association task: “Say the first word that comes to your mind”.

  43. Naming (Simonsen, 2002) • 6 years old Finish-Swedish BL • Naming task (Renfrew Word Finding Vocabulary test) ScoresTotal naming time

  44. Findings • MSLI- phonological naming problems more often than the other groups (can explain their fast naming speed) • Substitution of phonemes: MSLI > BSLI • The bilingual children have difficulty in finding words • BLC is slow in naming, does not find the target word as accurately as the MLC, but uses strategies that are pragmatically efficient: describes, chooses a Finnish word, or uses gestures.

  45. Friedmann & Novogrodsky – subtypes of SLI (2008) At age 10-12:

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