ePrints Repository

Children’s preference for HAS and LOCATED relations: A word learning bias for noun–noun compounds

Krott, Andrea and Gagné, Christina L. and Nicoladis, Elena (2010) Children’s preference for HAS and LOCATED relations: A word learning bias for noun–noun compounds. Journal of Child Language, 37 (2). pp. 373-394.

Loading
PDF (143Kb)Published Version

Identification Number/DOI: http://dx.doi.org/10.1017/S0305000909009593

The present study investigates children’s bias when interpreting novel noun–noun compounds (e.g. kig donka) that refer to combinations of novel objects (kig and donka). More specifically, it investigates children’s understanding of modifier–head relations of the compounds and their preference for HAS or LOCATED relations (e.g. a donka that HAS a kig or a donka that is LOCATED near a kig) rather than a FOR relation (e.g. a donka that is used FOR kigs). In a forced-choice paradigm, two- and three-year-olds preferred interpretations with HAS/LOCATED relations, while five-year-olds and adults showed no preference for either interpretation. We discuss possible explanations
for this preference and its relation to another word learning bias that is based on perceptual features of the referent objects, i.e. the shape bias. We argue that children initially focus on a perceptual stability rather than a pure conceptual stability when interpreting the meaning of nouns.

Type of Work:Article
Date:2010 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Life & Environmental Sciences
Department:Psychology
Keywords:noun-noun compounds child language acquisition morphology
Subjects:BF Psychology
P Philology. Linguistics
Institution:University of Birmingham
Copyright Holders:Cambridge University Press
ID Code:1254
Refereed:YES
Export Reference As : ASCII + BibTeX + Dublin Core + EndNote + HTML + METS + MODS + OpenURL Object + Reference Manager + Refer + RefWorks
Share this item :
QR Code for this page

Repository Staff Only: item control page