Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


New from Cambridge University Press!

ad

Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


New from Brill!

ad

Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Children's preference for HAS and LOCATED relations: A word learning bias for noun–noun compounds
Author: Andrea Krott
Email: click here to access email
Institution: University of Birmingham
Author: Christina L. Gagne
Homepage: http://publish.uwo.ca/~clgagne
Institution: University of Western Ontario
Author: Elena Nicoladis
Institution: University of Alberta
Linguistic Field: Language Acquisition
Abstract: 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.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 37, Issue 2, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page