Children learn different types of words in their early language development. Many of children's first words are nominal words that name objects, people, or classes of things. Action words and simple modifiers are also commonly learned early. Children understand more words than they can produce, especially understanding more verbs. Individual differences among children, like frequency of exposure to words, personality traits, and memory abilities can influence each child's word learning process. Constraints like assuming words label whole objects and that new words label new referents help children solve the "mapping problem" of connecting words to meanings. Knowledge of basic syntax, like word order, also aids children in comprehending and producing new words.

1. EPSY 401 Reading Guide #5
Spring 2010 Hoff Ch. 5
Christianson Lexical Development
NAME: Caitlin Bergan
1. When people talk about "learning language," they usually mean learning words. But all
words are not created equal. What are some of the important distinctions between types
of words that children learn (within the first 50 or so words)?
Children take a while to learn that words can apply to multiple situations. Instead it is
bound to a specific set of circumstances. These words are not yet referential – they do not
fully stand in for the object they are supposed to represent. Many of children’s first words
that are referential tend to be nominal – used to name a specific person or object or a
class of things. Action words are also popular choices, along with simple modifiers.
Peersonal social words (including no) and grammatical function words may also be
picked up. Words that start as being stuck in context can be decontextualized and used in
more situations. In general, children seem to learn things that are more concrete (like
nouns) and things that they have constant contact with as part of their routines.
Underextensions and overextensions are common as children do not realize a thing’s
proper context.
2. What's the relationship between comprehension and production?
Children can understand many more words than they can say and use themselves. In
particular, children understand more verbs than they speak.
3. What sorts of individual differences among kids with respect to early word-learning
that would be useful for teachers to keep in mind?
Many things influence what children learn and how quick they are about doing it. How
often words are used and if they are in different contexts can determine if a child acquires
the word to use referentially, or in a context-bound manner. Some children seem to be
naturally more naturally analytic and can break down phrases better. Some children are
more willing to try to speak and use words, even if it means being incorrect, while some
children wait until they are sure (My uncle did not speak much at all until he was 2 – then
he used full, well constructed sentences. Since he has a cautious, perfectionist personality
even now, Mom theorizes that he didn’t want to be wrong.) Some children are more
naturally outgoing and find talking more useful than a child who is less social. Other
issues include the variety of vocabulary, how well the child remembers sounds, how long
the child keeps his or her attention on anything,

2. EPSY 401 Reading Guide #5
Spring 2010 Hoff Ch. 5
Christianson Lexical Development
4. As one possible means of solving the "mapping problem," children might come into
the world with certain constraints on their assumptions about the connection between
words (strings of sounds) and meanings. What are the constraints/assumptions Hoff
mentions and how might they be briefly defined?
Whole-object constraints – children seem to assume that a new word is a label for a
particular object.
Mutual exclusivity constraints – children seem to think that a new word will apply to a
new thing – or to a thing that they do not already know a word for. If a researcher
mentions a new sound combination to a baby, they start looking for a new object to apply
the new syllable to.
5. How might a young child's knowledge of syntax help him/her learn words? Don't
children learn the little pieces (words) before the big structures (syntax)?
Children pick up that words occur in orders and that certain kids of words occur around
other words helps them situate the word and nail down its meaning. Verbs especially are
illuminated by the types of nouns that can do the verb, and what pieces parts are needed
to make it work (“give” has different requirements, than “sleep”, which is different than
“put”).
Additionally, some words don’t have much meaning except in terms of syntax – common
prepositions in English don’t have a meaning, per se, but simply signal the relationships
between phrases. I know kids have problems picking the right preposition for some
situations even at 4 and 5 years old – probably because it is a tricky bit of syntax.