Publication Date
| In 2015 | 0 |
| Since 2014 | 1 |
| Since 2011 (last 5 years) | 2 |
| Since 2006 (last 10 years) | 2 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Language Acquisition | 2 |
| Semantics | 2 |
| Young Children | 2 |
| Adults | 1 |
| Child Language | 1 |
| Classification | 1 |
| English | 1 |
| Familiarity | 1 |
| Novelty (Stimulus Dimension) | 1 |
| Number Concepts | 1 |
| More ▼ | |
Source
| Language Learning and… | 2 |
Author
| Snedeker, Jesse | 2 |
| Huang, Yi Ting | 1 |
| Spelke, Elizabeth | 1 |
| Srinivasan, Mahesh | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Showing all 2 results
Srinivasan, Mahesh; Snedeker, Jesse – Language Learning and Development, 2014
How do children resolve the problem of indeterminacy when learning a new word? By one account, children adopt a "taxonomic assumption" and expect the word to denote only members of a particular taxonomic category. According to one version of this constraint, young children should represent polysemous words that label multiple kinds--for…
Descriptors: Classification, Language Acquisition, Vocabulary Development, Child Language
Huang, Yi Ting; Spelke, Elizabeth; Snedeker, Jesse – Language Learning and Development, 2013
Number words are generally used to refer to the exact cardinal value of a set, but cognitive scientists disagree about their meanings. Although most psychological analyses presuppose that numbers have exact semantics ("two" means exactly two), many linguistic accounts propose that numbers have lower-bounded semantics (at least two), and…
Descriptors: Numbers, Semantics, Adults, Young Children

Peer reviewed
Direct link
