Beyond the language explosion: What gradual word learning tells us about conceptual development

Abstract

For the past 50 years, language acquisition researchers have explored the fascinating question of “the language explosion”: how children are able to rapidly acquire hundreds to thousands of new words in a brief period of time. Focusing primarily on how basic-level nouns, such as “cup,” are quickly mapped to visible objects, researchers have proposed several constraints guiding early word learning. Their insights include the principle of mutual exclusivity, the whole object bias, the principle of contrast, fast mapping, and the notion of “comprehension before production.” In striking contrast, we here explore the claim that in some cases, despite early production, children require additional months or even years to achieve adult-like comprehension. This symposium brings together researchers studying five conceptual domains in which children’s word meanings evolve gradually, to explore the inferential processes children use to overcome their early assumptions and acquire adult meanings.


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