Part of
Semantics in Language Acquisition
Edited by Kristen Syrett and Sudha Arunachalam
[Trends in Language Acquisition Research 24] 2018
► pp. 2243
Allen, S., Özyürek, A., Kita, S., Brown, A., Furman, R., Ishizuka, T., & Fujii, M.
(2007) Language-specific and universal influences in children’s syntactic packaging of Manner and Path: A comparison of English, Japanese, and Turkish. Cognition, 102, 16–48.DOI logoGoogle Scholar
Ameel, E., Malt, B., & Storms, G.
(2008) Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory and Language, 58, 262–285.DOI logoGoogle Scholar
Andersen, E. S.
(1978) Lexical universals of body-part terminology. In J. H. Greenberg, C. A. Ferguson, & E. A. Moravcsik (Eds.), Universals of human language (Vol. 3, pp. 335–368). Stanford, CA: Stanford University Press.Google Scholar
Au, T. K. F., & LaFramboise, D. E.
(1990) Acquiring color names via linguistic contrast: The influence of contrasting terms. Child Development, 61, 1808–1823.DOI logoGoogle Scholar
Baldwin, D. A.
(1989) Priorities in children’s expectations about object-label reference: Form over color. Child Development, 60, 1291–1306.DOI logoGoogle Scholar
Beavers, J., Levin, B., & Tham, S-W.
(2010) The typology of motion expressions revisited. Journal of Linguistics, 46, 331–377.DOI logoGoogle Scholar
Bergelson, E., & Swingley, D.
(2012) At 6-9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences of the United States of America, 109(9), 3253–3258. https://doi:10.1073/pnas.1113380109Google Scholar
Bion, R. A. H., 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.DOI logoGoogle Scholar
Booth, A. E., & Waxman, S. R.
(2002) Word learning is ‘smart’: Evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84, B11–B22.DOI logoGoogle Scholar
Bowerman, M.
(1996) Learning how to structure space for language: A crosslinguistic perspective. In P. Bloom, M. A. Peterson, L. Nadel, & M. F. Garrett (Eds.), Language and space (pp. 385–436). Cambridge, MA: The MIT press.Google Scholar
Bross, I. D. J.
(1973) Languages in cancer research. In G. P. Murphy, D. Pressman, & E. A. Mirand (Eds.), Perspectives in cancer research and treatment (pp. 213–221). New York, NY: Alan R. Liss.Google Scholar
Callanan, M. A.
(1990) Parents’ descriptions of objects: Potential data for children’s inferences about category principles. Cognitive Development, 5, 101–122.DOI logoGoogle Scholar
Callanan, M. A., & Sabbagh, M. A.
(2004) Multiple labels for objects in conversations with young children: parents’ language and children’s developing expectations about word meanings. Developmental Psychology, 40, 746–763.DOI logoGoogle Scholar
Carey, S.
(1985) Conceptual change in childhood. Cambridge, MA: The MIT Press.Google Scholar
Carey, S., & Bartlett, E.
(1978) Acquiring a single new word. Papers and Reports on Child Language Development [Stanford University] 15, 17–29.Google Scholar
Casasola, M., Bhagwat, J., Burke, A. S.
(2009) Learning to form a spatial category of tight-fit relations: How experience with a label can give a boost. Developmental Psychology, 45, 711–723.DOI logoGoogle Scholar
Clark, E. V.
(2016) First language acquisition. Cambridge: Cambridge University Press.DOI logoGoogle Scholar
Cheung, S-L., & Clark, E. V.
(2006) Actions and results in the acquisition of Cantonese verbs. In P. Li, L. H. Tan, E. Bates, & O. Tzeng (Eds.), Handbook of East Asian psycholinguistics, Vol. 1: Chinese (pp. 13–22). Cambridge: Cambridge University Press.DOI logoGoogle Scholar
Chi, M. T. H., & Koeske, R. D.
(1983) Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29–39.DOI logoGoogle Scholar
Choi, S.
(1991) Influence of language-specific input on spatial cognition: Categories of containment. First Language, 26, 207–232.DOI logoGoogle Scholar
Choi, S., & Bowerman, M.
(1991) Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41, 83–121.DOI logoGoogle Scholar
Choi, S., McDonough, L., Bowerman, M., & Mandler, J. M.
(1999) Early sensitivity to language-specific spatial categories in English and Korean. Cognitive Development, 14, 241–268.DOI logoGoogle Scholar
Chouinard, M. M.
(2007) Children’s questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development 72 (Serial No. 286).Google Scholar
Chouinard, M. M., & Clark, E. V.
(2003) Adult reformulations of child errors as negative evidence. Journal of Child Language, 30, 637–669.DOI logoGoogle Scholar
Cimpian, A., & Markman, E. M.
(2008) Preschool children’s use of cues to generic meaning. Cognition, 107, 19–53.DOI logoGoogle Scholar
Clark, E. V.
(1972) On the child’s acquisition of antonyms in two semantic fields. Journal of Verbal Learning and Verbal Behavior, 11, 750–758.DOI logoGoogle Scholar
(1973a) What’s in a word? On the child’s acquisition of semantics in his first language. In T. E. Moore (Ed.), Cognitive development and the acquisition of language (pp. 65–110). New York, NY: Academic Press.DOI logoGoogle Scholar
(1973b) Non-linguistic strategies and the acquisition of word meanings. Cognition, 2, 161–182.DOI logoGoogle Scholar
(1980) ‘Here’s the Top’: Nonlinguistic strategies in the acquisition of orientational terms. Child Development, 51, 329–338.Google Scholar
(1987) The principle of contrast: A constraint on language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 1–33). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Clark, E. V.
(1990) On the pragmatics of contrast. Journal of Child Language, 17, 417–431.DOI logoGoogle Scholar
Clark, E. V.
(1995) Language acquisition: The lexicon and syntax. In J. L. Miller & P. D. Eimas (Eds.), Handbook of perception and cognition, Vol. 11: Speech, language, and communication (2nd ed., pp. 303–337). New York, NY: Academic Press.Google Scholar
(1997) Conceptual perspective and lexical choice in acquisition. Cognition, 64, 1–37.DOI logoGoogle Scholar
(1998) Lexical structure and pragmatic directions in acquisition. In M. C. Gruber, D. Higgins, K. S. Olson, & T. Wysocki (Eds.), Papers from the 34th Meeting of the Chicago Linguistic Society 1998: The Panels (pp. 437–446). Chicago, IL: Chicago Linguistic Society.Google Scholar
(2004) How language acquisition builds on cognitive development. Trends in Cognitive Sciences, 8, 472–478.DOI logoGoogle Scholar
(2007) Young children’s uptake of new words in conversation. Language in Society, 36, 157–182.DOI logoGoogle Scholar
(2010) Adult offer, word-class, and child uptake in early lexical acquisition. First Language, 30, 250–269.DOI logoGoogle Scholar
Clark, E. V., & Carpenter, K. L.
(1989a) The notion of source in language acquisition. Language, 65, 1–30.DOI logoGoogle Scholar
(1989b) On children’s uses of from, by, and with in oblique noun phrases. Journal of Child Language, 16, 349–364.DOI logoGoogle Scholar
Clark, E. V., & Estigarribia, B.
Clark, E. V., & Grossman, J. B.
(1998) Pragmatic directions and children’s word learning. Journal of Child Language, 25, 1–18.DOI logoGoogle Scholar
Clark, E. V., & Svaib, T. A.
(1997) Speaker perspective and reference in young children. First Language, 17, 57–74.DOI logoGoogle Scholar
Clark, E. V., & Wong, A. D-W.
(2002) Pragmatic directions about language use: Offers of words and relations. Language in Society, 31, 181–212.Google Scholar
Crowley, K., & Jacobs, M.
(2002) Building islands of expertise in everyday family activity. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–358). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
DeLoache, J. S., Simcock, G., & Macari, S.
(2007) Planes, trains, automobiles – and tea sets: Extremely intense interests in young children. Developmental Psychology, 43, 1579–1586.DOI logoGoogle Scholar
Donaldson, M., & Wales, R. J.
(1970) On the acquisition of some relational terms. In J. R. Hayes (Ed.), Cognition and the development of language (pp. 235–268). New York, NY: Wiley.Google Scholar
Dougherty, J. W. D.
(1979) Names for plants and plants for names. Anthropological Linguistics, 21, 298–315.Google Scholar
Ebeling, K. S., & Gelman, S. A.
(1988) Coordination of size standards by young children. Child Development, 59, 888–896.DOI logoGoogle Scholar
(1994) Children’s use of context in interpreting ‘big’ and ‘little’. Child Development, 65, 1178–1192.DOI logoGoogle Scholar
Estigarribia, B., & Clark, E. V.
2007Getting and maintaining attention in talk to young children. Journal of Child Language, 34(4), 799–814. Scholar
Gelman, S. A., Goetz, P. J., Sarnecka, B. W., & Flukes, J.
(2008) Generic language in parent-child conversations. Language Learning and Development, 4, 1–31.DOI logoGoogle Scholar
Gentner, D.
(1975) Evidence for the psychological reality of semantic components: The verbs of possession. In D. A. Norman, D. E. Rumelhart, & the LNR Research Group, Explorations in cognition (pp. 211–246). San Francisco, CA: W. H. Freeman.Google Scholar
Gentner, D., Levine, S. C., Ping, R., Isaia, A., Dhillon, S. Bradley, C., & Honke, G.
(2016) Rapid learning in a children’s museum via analogical comparison. Cognitive Science, 40, 224–240.DOI logoGoogle Scholar
Gentner, D., Loewenstein, J., & Hung, B.
(2007) Comparison facilitates children’s learning of names for parts. Journal of Cognition and Development, 8, 285–307.DOI logoGoogle Scholar
Gershkoff-Stowe, L., & Smith, L. B.
(2004) Shape and the first hundred nouns. Child Development, 75, 1098–1114.DOI logoGoogle Scholar
Gobbo, C., & Chi, M.
(1986) How knowledge is structure and used by expert and novice children. Cognitive Development, 1, 221–237.DOI logoGoogle Scholar
Grice, H. P.
(1989) Studies in the ways of words. Cambridge, MA: Harvard University Press.Google Scholar
Grimm, H.
(1975) On the child’s acquisition of semantic structure underlying the word field of prepositions. Language and Speech, 18, 97–119.DOI logoGoogle Scholar
Gullberg, M.
(2011) Language-specific encoding of placement events in gestures. In J. Bohnemeyer & E. Pederson (Eds.), Event representation in language and cognition (pp. 166–188). Cambridge: Cambridge University Press.Google Scholar
Haryu, E., & Imai, M.
(2002) Reorganizing the lexicon by learning a new word: Japanese children’s interpretation of the meaning of a new word for a familiar artifact. Child Development, 73, 1378–1391.DOI logoGoogle Scholar
Haryu, E., Imai, M., & Okada, H.
(2011) Object similarity bootstraps young children to action‐based verb extension. Child Development, 82, 674–686.DOI logoGoogle Scholar
Haviland, S. E., & Clark, E. V.
(1974) This man’s father is my father’s son: A study of the acquisition of English kin terms. Journal of Child Language, 1, 23–47.DOI logoGoogle Scholar
Heibeck, T., & Markman, E. M.
(1987) Word learning in children: An examination of fast mapping. Child Development, 58, 1021–1034.DOI logoGoogle Scholar
Hills, Thomas
(2013) The company that words keep: Comparing the statistical structure of child- versus adult-directed language. Journal of Child Language, 40, 586–604.DOI logoGoogle Scholar
Hohenstein, Jill
(2013) Parent-child talk about motion: Links to children’s development of motion event language. First Language, 33, 411–425.DOI logoGoogle Scholar
Horst, Jessica S., & Samuelson, Larissa K.
(2008) Fast mapping but poor retention by 24-month-old infants. Infancy, 13, 128–157.DOI logoGoogle Scholar
Johnson, K. E., Alexander, J. M., Spencer, S., Leibham, M. E., & Neitzel, C.
(2004) Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development, 19, 325–343.DOI logoGoogle Scholar
Johnson, K. E., & Mervis, C. B.
(1994) Microgenetic analysis of first steps in children’s acquisition of expertise on shorebirds. Developmental Psychology, 30, 418–435.DOI logoGoogle Scholar
Johnson, K. E., Mervis, C. B., & Boster, J. S.
(1992) Developmental changes within the structure of the mammal domain. Developmental Psychology, 28, 74–83.DOI logoGoogle Scholar
Kobayashi, H.
(1998) How 2-year-old children learn novel part names of unfamiliar objects. Cognition, 68, B41–B51.DOI logoGoogle Scholar
Lakusta, L., & Landau, B.
(2012) Language and memory for motion events: Origins of the asymmetry between source and goal paths. Cognitive Science, 36, 517–544.DOI logoGoogle Scholar
Lakusta, L., Wagner, L., O’Hearn, K., & Landau, B.
(2007) Conceptual foundations of spatial language: Evidence for a goal bias in infants. Language Learning and Development, 3, 179–197.DOI logoGoogle Scholar
Landau, B., Johannes, K., Skordos, D., & Papafragou, A.
(2017) Containment and support: Core and complexity in spatial language learning. Cognitive Science, S4, 748–779.DOI logoGoogle Scholar
Landau, B., Smith, L., & Jones, S.
(1998) Object shape, object function, and object name. Journal of Memory and Language, 38, 1–27.DOI logoGoogle Scholar
Lehrer, A. J.
(1974) Semantic fields and lexical structure. Amsterdam: North-Holland.Google Scholar
Lehrer, A., & Kittay, E. F.
(Eds.) (1992) Frames, fields, and contrasts: New essays in semantic and lexical organization. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Lyons, J.
(1977) Semantics, Vol. 1. Cambridge: Cambridge University Press.Google Scholar
Macnamara, J.
(1982) Names for things: A study of human learning. Cambridge, MA: The MIT Press.Google Scholar
Majid, A., Boster, J., & Bowerman, M.
(2008) The cross-linguistic categorization of everyday events: A study of cutting and breaking. Cognition, 100, 235–250.DOI logoGoogle Scholar
Majid, A., Gullberg, M., van Staden, M., & Bowerman, M.
(2007) How similar are semantic categories in closely related languages? A comparison of cutting and breaking in four Germanic languages. Cognitive Linguistics, 18, 179–194.DOI logoGoogle Scholar
Malt, B., White, A., Ameel, E., & Storms, G.
(2016) Learning the language of locomotion: Do children use biomechanical structure to constrain hypotheses about word meaning? Language Learning and Development, 12, 357–379.DOI logoGoogle Scholar
Markman, E. M., & Wachtel, G.
(1988) Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121–157.DOI logoGoogle Scholar
Masur, E. F.
(1997) Maternal labelling of novel and familiar objects: Implications for children’s development of lexical constraints. Journal of Child Language, 24, 427–439.DOI logoGoogle Scholar
Mervis, C. B., Bertrand, J., & Pani, J. R.
(1995) Transaction of cognitive‐linguistic abilities and adult input: A case study of the acquisition of colour terms and colour‐based subordinate object categories. British Journal of Developmental Psychology, 13, 285–302.DOI logoGoogle Scholar
Mervis, C. B., Golinkoff, R. M., & Bertrand, J.
(1994) Two-year-olds readily learn multiple labels for the same basic-level category. Child Development, 65, 1163–1177.DOI logoGoogle Scholar
Mervis, C. B., & Rosch, E.
(1981) Categorization of natural objects. Annual Review of Psychology, 32, 89–115.DOI logoGoogle Scholar
Moore, C., & Dunham, P. J.
(Eds.) (1995) Joint attention: Its origins and role in development. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Murphy, M. L., & Jones, S.
(2008) Antonyms in children’s and child-directed speech. First Language, 28, 403–430.DOI logoGoogle Scholar
Naigles, L. R., & Terrazas, P.
(1998) Motion-verb generalization in English and Spanish. Psychological Science, 9, 363–369.DOI logoGoogle Scholar
Narasimhan, B., Kopecka, A., Bowerman, M., Gullberg, M., & Majid, A.
(2012) Putting and taking events: A crosslinguistic perspective. In A. Kopecka & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 1–18). Amsterdam: John Benjamins.DOI logoGoogle Scholar
O’Hanlon, C. G., & Roberson, D.
(2006) Learning in context: Linguistic and attentional constraints on children’s color term learning. Journal of Experimental Child Psychology, 94, 275–300.DOI logoGoogle Scholar
Özçalışkan, Ş., & Slobin, D. I.
(1999) Learning ‘how to search for the frog’: Expression of manner of motion in English, Spanish and Turkish. In A. Greenhill, H. Littlefield, & C. Tano (Eds.), BUCLD 23: Proceedings of the 23rd annual Boston University Conference on Language Development (pp. 541–552). Somerville, MA: Cascadilla Press.Google Scholar
Papafragou, A.
(2010) Source-goal asymmetries in motion representation: Implications for language production and comprehension. Cognitive Science, 34, 1064–1092.DOI logoGoogle Scholar
Pruden, S. M., Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M.
(2013) Infant categorization of path relations during dynamic events. Child Development, 84, 331–345.DOI logoGoogle Scholar
Pulverman, R., Golinkoff, R. M., Hirsh-Pasek, K., & Buresh, J. S.
(2008) Infants discriminate manners and paths in non-linguistic dynamic events. Cognition, 108, 825–830.DOI logoGoogle Scholar
Pye, C., Loeb, D. F., & Pao, Y.
(1996) The acquisition of breaking and cutting. In E. V. Clark (Ed.), Proceedings of the Twenty-Seventh Annual Child Language Research Forum (pp. 227–236). Stanford, CA: CSLI.Google Scholar
Ravn, K.
(1988) On calling things names (Unpublished doctoral dissertation). Stanford University.Google Scholar
Rice, S.
(2003) Growth of a lexical network: Nine English prepositions in acquisition. In H. Cuyckens, R. Dirven, & J. R. Taylor (Eds.), Cognitive approaches to lexical semantics (pp. 243–280). Berlin: De Gruyter.DOI logoGoogle Scholar
Rigney, J., & Callanan, M.
(2011) Patterns in parent-child conversations about animals at a marine science center. Cognitive Development, 26, 155–171.DOI logoGoogle Scholar
Rogers, D.
(1978) Information about word-meaning in the speech of parents to young children. In R. N. Campbell & P. T. Smith (Eds.), Recent advances in the psychology of language (pp. 187–198). London: Plenum.Google Scholar
Roy, B. C., Frank, M. C., & Roy, D.
(2012) Relating activity contexts to early word learning in dense longitudinal data. Proceedings of the 34th annual Cognitive Science Society Meeting, Sapporo, Japan.
Saji, N., Imai, M., Saalbach, H., Zhang, Y., Shu, H., & Okada, H.
(2011) Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain. Cognition, 118, 45–61.DOI logoGoogle Scholar
Sandhofer, C. M., & Smith, L. B.
(1999) Learning color words involves learning a system of mappings. Developmental Psychology, 35, 668–679.DOI logoGoogle Scholar
Saylor, M. M., & Sabbagh, M. A.
(2002) Children use whole-part juxtaposition as a pragmatic cue to word meaning. Developmental Psychology, 38, 993–1003.DOI logoGoogle Scholar
Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S.
(1996) Colour term knowledge in two-year-olds: Evidence for early competence. Journal of Child Language, 23, 177–200.DOI logoGoogle Scholar
Sinha, C., & Jensen de López, K.
(2000) Language. culture, and the embodiment of spatial cognition. Cognitive Linguistics, 11, 17–41.Google Scholar
Slobin, D. I.
(2004) The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narratives, Vol. 2: Typological and contextual perspectives (pp. 219–257). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2006) What makes manner of motion salient? Explorations in linguistic typology, discourse, and cognition. In M. Hickmann & S. Robert (Eds.), Space in languages: Linguistic systems and cognitive categories (pp. 59–81). Amsterdam: John Benjamins.DOI logoGoogle Scholar
Talmy, L.
(1985) Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed.), Language typology and syntactic description, Vol. 3: Grammatical categories and the lexicon (pp. 57–149). Cambridge: Cambridge University Press.Google Scholar
Tomasello, M.
(1987) Learning to use prepositions: A case study. Journal of Child Language, 14, 79–98.DOI logoGoogle Scholar
(1995) Joint attention as social cognition. In C. Moore & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 103–130). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Tomasello, M., & Barton, M.
(1994) Learning words in non-ostensive contexts. Developmental Psychology, 30, 639–650.DOI logoGoogle Scholar
Tomasello, M., & Kruger, A.
(1992) Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language, 19, 311–333.DOI logoGoogle Scholar
Tversky, B., & Hemenway, K.
(1984) Objects, parts, and categories. Journal of Experimental Psychology: General, 113, 169–193.DOI logoGoogle Scholar
Waxman, S. R., & Senghas, A.
(1992) Relations among word meanings in early lexical development. Developmental Psychology, 28, 862–873.DOI logoGoogle Scholar
Yurovsky, D., Smith, L. B., & Yu. C.
(2013) Statistical word learning at scale: The baby’s view is better. Developmental Science, 16, 959–966.Google Scholar

Additional resources

These references are the primary resource for research. Other general resources include the CHILDES Archive <http://​childes​.psy​.cmu​.edu/>, the bibliography ‘Acquisition of language’ in Oxford Bibliographies Online: Linguistics <http://​www​.oxfordbibliographiesonline​.com/>, and the text and reference source: Clark, E. V. (2016). First language acquisition (3rd ed.). Cambridge: Cambridge University Press.

Cited by

Cited by 3 other publications

Clark, Eve V.
2020. Conversational Repair and the Acquisition of Language. Discourse Processes 57:5-6  pp. 441 ff. DOI logo
Davies, Catherine, Susan Ebbels, Hilary Nicoll, Kristen Syrett, Sarah White & Cecilia Zuniga‐Montanez
2023. Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches. International Journal of Language & Communication Disorders 58:2  pp. 629 ff. DOI logo
Saji, Noburo, Mutsumi Imai & Michiko Asano
2020. Acquisition of the Meaning of the Word Orange Requires Understanding of the Meanings of Red, Pink, and Purple: Constructing a Lexicon as a Connected System. Cognitive Science 44:1 DOI logo

This list is based on CrossRef data as of 22 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.