vocabulary development vocabulary development process people acquire words shifts meaningful speech grow produce words age year early word learning build vocabulary slowly age months typically produce words begin word combinations order build learn meanings words carry mapping problem asks correctly learn attach words constraints theories domain general views social pragmatic accounts coalition model proposed account mapping problem early age use language communicate family members use language teach children act society interactions peers children opportunity learn unique roles pragmatic directions adults offer children cues understanding meaning words school years children continue build vocabulary particular children begin learn abstract words beginning age word learning takes place conversation reading word learning involves physical context builds prior knowledge takes place social context includes support loop serial order short term memory play important role vocabulary development early word learning children begin produce words approximately year old words normally reference things importance objects people relevant actions words produce single repeated single syllables months age children contain words bottle doll car eye children understanding names objects people usually understanding words describe actions relationships number words children learn ages able hear play sounds environment break units discover words related meanings development studies related vocabulary development children language depends ability hear sounds infancy perception speech distinct months age sounds languages world months longer speech sounds language exposed month old seen mouth movements observe talking actually enhance ability sounds contribute ability learn boundaries register completed ages months years children development normally proceeds follows weeks appears weeks laughter vocal play appear months canonical appears months words use limited sound repertoire months processes target sounds systematic months years inventory completion stage mentioned children play sounds learn methods help learn words relationship children skills progress age failure develop required skills period results children delay producing words environmental influences affect children development hearing loss result ear deaf children hearing problems usually delayed beginning vocal important aspect vocabulary development appears help practice producing speech sounds begins seven months age stage babies start play sounds express emotional physical states sounds babies begin real syllables ages seven months known canonical includes strings sounds type uses doesn convey meaning patterns produced begin distinctive particular languages period increased nasal sounds french japanese babies sounds similar shift use words infant grows vocabulary children older rate vocabulary growth increases children probably understand words produce age eighteen months children typically attain vocabulary words production times greater switch early stage slow vocabulary growth later stage faster growth referred vocabulary young acquire words month vocabulary occurs overtime number words learned believed children add new words week ages months children learn combine words bye bye word word combinations appear child word productions addition children able form sentences suggests vocabulary time child word appears child able form words eventually sentences arguments acquisition words children suggests children vocabulary mapping problem word learning mapping problem refers question attach forms language things experience world infinite objects concepts actions world words mapped theories proposed account way language successfully maps words correct objects concepts actions domain specific accounts word learning argue innate constraints limit word meanings domain general perspectives argue word learning accounted general processes learning memory specific language proposed social pragmatic accounts stress role guiding word learning process according research children active participants word learning play important role process recently coalition model proposed suggest word learning fully attributed single factor instead variety cues including social cues utilized different points vocabulary development theories constraints theories constraints argue default assumptions guide infant word learning process constraints outside infant control believed help infant limit meaning words encounter daily constraints considered domain specific unique language critics argue theories constraints focus children learn ignore aspects word learning constraints useful explaining children limit possible meanings learning novel words constraints eventually need utilized adult language instance adult speakers use terms term meaning slightly different referring entity family pet practice violate mutual prominent constraints literature detailed reference notion word stands object action event words consistently stand physically present context assumption object world referred single label shape considered critical properties identifying members object category assume objects shape share shape plays important role appropriate inappropriate extensions belief labels refer objects instead parts properties objects children believed hold assumption typically label objects parts properties objects later development reflects belief speakers use words refer categories internally consistent labels pick coherent categories objects objects things related example children assume word dog refers category dogs dogs bones dogs chasing cats domain general views domain general views vocabulary development argue children need principles constraints order successfully develop word world instead word learning accounted general learning mechanisms association frequency children thought notice objects actions events context associate words frequently presence additionally research word learning suggests fast mapping rapid learning children display single exposure new information specific word learning children successfully fast map exposed novel fact remembering words facts time delay domain general views criticized fully explaining children manage avoid mapping errors numerous possible objects actions events point instance present birth assume labels refer objects instead parts objects domain general perspectives dismiss notion suggest develop learning strategies instead existing built constraints instance object bias explained strategy humans use reason world prone thinking environment terms objects strategy specific language domain additionally children exposed cues associated shape early word learning process draw attention shape presented novel objects labels ordinary learning lead shape bias social pragmatic theories social pragmatic theories contrast constraints view focus social context infant embedded according approach environmental input removes ambiguity word learning situation cues gaze body language gesture smile help understand meanings words social pragmatic theories stress role talking objects actions events infant focused joint attention important mechanism children learn map words world vice versa adults commonly attempt establish joint attention child convey child joint attention accompanied physical presence children focused immediate environment presence likely occur child typically talk taking place joint attention social pragmatic perspectives present children simply associate words hear attending world time variation detection model joint attention problematic consider refer things occupy immediate focus instance group indigenous peoples living new_guinea rarely provide labels context detection model emphasizes role meaning making process argue play important role word learning actively avoiding mapping errors situations focus differs speaker seek information speaker focus use information establish correct word joint attention created infant agency attempt gather information speaker intent early children assume language designed communication treat communication cooperative process specifically observe principles contrast according believe particular meaning wish convey term community expect according contrast act according notion differences form mark differences meaning children attention contrast demonstrated language use age years direct early words adult targets repair quickly possible ask words relate world maintain contrast word use coalition model coalition model suggests children use multiple cues successfully attach novel label novel object word learning situation offer infant combinations social linguistic cues range cues available start word learning case cues utilized infant begin word learning process younger children able detect limited number cues older experienced word able use range cues instance young children focus primarily older children attend gaze use focus direct word mapping model argues principles cues present onset word learning use wide range cues develops time supporters coalition model argue hybrid model moves explanation word learning captured models singular focus instance constraints theories typically argue constraints principles available children onset word learning explain children develop expert speakers limited constraints additionally argue domain general perspectives fully address question children sort numerous potential order correctly sort meaning lastly social pragmatic theories claim social encounters guide word learning theories describe children advanced word tell little children capacities start word learning according proponents model incorporates constraints principles argues development change principles time simultaneously taking consideration social aspects word learning alongside cues pragmatic development linguistic socio cultural factors affect rate vocabulary develops children learn use words appropriately strategically social situations flexible powerful social skills allow understand intentions wide variety interactive situations children learn new words situations children rely pragmatic skills build extensive aspects pragmatic behaviour predict later literacy mathematical achievement children skilled function better school children generally better liked children use words differently objects spatial relations actions children ages rely general purpose words look accompanied gesture pointing pick specific objects children stretch known partly known words cover objects appear similar original result word words word governed similarities children notice different words indirectly provide ways finding meanings children attached particular words children come contact spatial relations talk location object respect object located use term location object located location use general purpose marker depending language linked way word location children earliest words actions usually action result children use small number general purpose large variety actions resources limited children acquiring second language use production strategies talking actions children use highly specific instead general purpose cases children stretch resources communicate want use words communicate early life communication skills develop grow older communication skills aid word learning learn turns communicating adults lack precise timing rely obvious speaker cues older children precise timing fewer long children better initiating sustaining coherent conversations age use strategies repeating partners conversation going older children add new relevant information conversations frequently children older giving responding feedback inconsistent age children mark phrases head indicate continued attention children continue age provide interpretations listeners helps prompt conversations pragmatic influences use language help children competent members society culture birth receive pragmatic information learn structure conversations early interactions actions speech organized games provide children information words phrases find ways help interact respond children advance participate actively interactions adapt interactions accordingly prompt children produce correct pragmatic provide input children expected speak speak stay topic model appropriate behaviour verbal reinforcement posing hypothetical situation addressing children comments evaluating person family members contribute pragmatic development different ways fathers act secondary know child older siblings lack capacity acknowledge child needs result fathers siblings pressure children communicate clearly challenge children improve communication skills preparing communicate strangers unfamiliar topics fathers communicating spend time focused objects actions siblings directive responsive participate conversations older siblings limitations studies focus influences fathers siblings research descriptive reality variations family configurations context influences parent behaviour parent gender majority research field conducted mother child pairs peers help expose children multi party conversations allows children hear greater variety speech observe different roles peers conversation partners pressures children communicate effectively speaking peers different speaking adults children correct peers peer interaction provides children different experience filled special humour disagreements topics culture context linguistic environment shape vocabulary development english found map novel labels objects reliably actions compared early bias english caused culturally reinforced tendency english speaking engage significant friendly activities picture book reading adult speech provides children input languages category function word called common genetically unrelated east asian languages specific situations accounts research found speaking children speaking children relation size vocabulary pragmatic directions pragmatic directions provide children additional information speaker intended meaning children learning new word meanings guided pragmatic directions adults offer explicit links word meanings adults present young children information words related connections kind belongs pragmatic directions provide children essential information language allowing possible meanings unfamiliar words called inclusion children provided words related inclusion hold information children hear adult incorrect word repair mistake stating correct word children account repair assigning meanings words vocabulary development school age children vocabulary development school years builds child knows child uses knowledge vocabulary children gained level vocabulary knowledge new words learned explanations familiar old words explicitly new word defined old words word set context old words meaning new word constrained children reach school age context implicit learning common ways continue develop time children learn new vocabulary conversation reading schooling adulthood conversation reading main methods vocabulary develops growth tends slow person finishes schooling acquired vocabulary everyday conversation reading material generally engaging activities require additional vocabulary development years life children mastering concrete words car bottle dog cat age children likely able learn concrete words need visual reference word learning tends accelerate age children reach school age learn abstract words love freedom success vocabulary available children learn helps account increase word learning evident school age age children tend expressive vocabulary words age approximately words expressive vocabulary words receptive vocabulary claim children experience sudden acceleration word learning upwards words day tends gradual age average child school learning words day age approximately words day means vocabulary development exposure conversations engaging conversation help school age children develop vocabulary fast mapping process learning new concept single exposure word learning children adults principle useful word learning settings words tend explained explicitly conversation referred frequently span conversation reading considered key element vocabulary development school age children children able read children learn reading learning vocabulary experiences includes context explicit explanations words events story illustrations book guide explanation provide visual reference comparisons usually prior knowledge past experiences interactions adult child include child repetition new word adult child begins learn read print vocabulary oral vocabulary tend children use vocabulary knowledge match verbal forms words written forms forms vocabulary usually equal grade written language diverse spoken language print vocabulary begins expand oral vocabulary age children vocabulary development reading moves away learning concrete words learning abstract words generally conversation reading involve principles context word learning vocabulary development physical context prior knowledge social context support physical context physical context involves presence object action topic conversation use physical context child exposed words visual reference word frequently beneficial school age children especially learning rare words physical context include props toy play engaging play adult child vocabulary developed discussion toys naming object dinosaur labeling use rare word sorts interactions expose child words encounter day day conversation prior knowledge past experiences general knowledge called conversation useful context children learn words recalling past experiences allows child visual tactical oral references example child went zoo saw elephant know word elephant adult later help child recall event describing size color animal big ears trunk sound word elephant refer animal calling prior knowledge conversation book reading help explain happening story relating child experiences social context social context involves pointing social norms violations norms form context commonly found conversation opposed reading word learning environments child understanding social norms help meaning words occur conversation english speaking tradition thank taught children early age familiar child school age example group people eating meal child present person says bread responds rude person responds child know meaning rude meaning social context understanding necessity saying support support obvious method vocabulary development school age children involves giving direct verbal information meaning word time children school active participants conversation capable willing ask questions understand word concept example child time ask parent respond like horse stripes wild ride pictures support pictures support involves memory techniques association image word helps user learn word effective way founder mentioned interview memory aid word help student learn words faster effectively memory vocabulary development memory plays important role vocabulary development exact role plays disputed literature specifically short term memory capacities work vocabulary development questioned researchers words proven beneficial vocabulary development children begin school children developed vocabulary utilize sounds know learn new words loop maintains speech based information person encounters information stored memory short term memory research shows children capacities area memory linked vocabulary knowledge children begin school age years old memory capabilities tend increase age age individual ability learn complex vocabulary serial order short term memory critical development vocabulary knowledge increases representations precise determine differences similar sound words calm come theory specific order sequence events learn new words
Vocabulary development