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17 - Theacquisition of words

from Part Four - Semantics, pragmatics and discourse

Published online by Cambridge University Press:  05 November 2015

By
Susan A. Graham ,
Valerie San Juan  and
Ena Vukatana
Edited by
Edith L. Bavin  and
Letitia R. Naigles
Edith L. Bavin
Affiliation:
La Trobe University, Victoria
Letitia R. Naigles
Affiliation:
University of Connecticut
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The Cambridge Handbook of Child Language , pp. 369 - 387
Publisher: Cambridge University Press
Print publication year: 2015

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References

Suggestions for further reading

Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science, 8, 199–209.CrossRefGoogle ScholarPubMed
Berman, R. A. (2014). Cross-linguistic comparisons in child language research. Journal of Child Language, 41, 26–37.CrossRefGoogle ScholarPubMed
Berman, J. M., Graham, S. A., Callaway, D., & Chambers, C. G. (2013). Preschoolers use emotion in speech to learn new words. Child Development, 84, 1791–1805.CrossRefGoogle ScholarPubMed
Bion, R., Borovsky, A., & Fernald, A. (2013). Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months. Cognition, 126, 39–53.CrossRefGoogle Scholar
Waxman, S., Fu, X., Arunachalam, S., Leddon, E., Geraghty, K., & Song, H. (2013). Are nouns learned before verbs? Infants provide insight into a long-standing debate. Child Development Perspectives, 7, 155–9.CrossRefGoogle Scholar

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