Article published in:
Pragmatic Development in First Language Acquisition
Edited by Danielle Matthews
[Trends in Language Acquisition Research 10] 2014
► pp. 139160
Akhtar, N.
(2002) Relevance and early word learning. Journal of Child Language , 29, 677–686. CrossrefGoogle Scholar
Akhtar, N., Carpenter, M., & Tomasello, M.
(1996) The role of discourse novelty in early word learning. Child Development , 67, 635–645. CrossrefGoogle Scholar
Akhtar, N. & Tomasello, M.
(1996) Two-year-olds learn words for absent objects and actions. British Journal of Developmental Psychology , 14, 79–93. CrossrefGoogle Scholar
Akhtar, N., & Tomasello, M.
(2000) The social nature of words and word learning. In R.M. Golinkoff & K. Hirsh-Pasek (Eds.), Becoming a Word Learner: A Debate on Lexical Acquisition (pp. 115–135). Oxford: OUP. CrossrefGoogle Scholar
Aust, U., Range, F., Steurer, M., & Huber, L.
(2008) Inferential reasoning by exclusion in pigeons, dogs, and humans. Animal Cognition , 11, 587–597. CrossrefGoogle Scholar
Bakeman, R., & Adamson, L.B.
(1984) Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development , 55, 1278–1289. CrossrefGoogle Scholar
Baldwin, D.A.
(1991) Infants’ contribution to the achievement of joint reference. Child Development , 62, 875. CrossrefGoogle Scholar
(1993) Infants ability to consult the speaker for clues to word reference. Journal of Child Language , 20, 395–418. CrossrefGoogle Scholar
Baldwin, D.A., Markman, E.M., Bill, B., Desjardins, R.N., Irwin, J.M., & Tidball, G.
(1996) Infants’ reliance on a social criterion for establishing word-object relations. Child Development , 67, 3135–3153. CrossrefGoogle Scholar
Bannard, C., & Tomasello, M.
(2012) Can we dissociate contingency learning from social learning in word acquisition by 24-month-olds? PLoS ONE , 7(11), e49881. CrossrefGoogle Scholar
Baron-Cohen, S., Baldwin, D.A., & Crowson, M.
(1997) Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development , 68, 48–57. CrossrefGoogle 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 , 109, 3253–3258. CrossrefGoogle Scholar
Berman, J.M.J., Graham, S.A., Callaway, D., & Chambers, C.G.
(2013) Preschoolers use emotion in speech to learn new words. Child Development , 84(5), 1791–1805. CrossrefGoogle Scholar
Birch, S.A.J., S.A. Vauthier, & P. Bloom
2008Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition , 107, 1018–1034. CrossrefGoogle Scholar
Booth, A.E., McGregor, K.K., & Rohlfing, K.J.
(2008) Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. Language Learning and Development , 4, 179–202. CrossrefGoogle Scholar
Brand, R.J.
(2000) Learning novel nouns: Children use mulitple cues. Monographs of the Society for Research in Child Development , 65, 41–61. CrossrefGoogle Scholar
Briganti, A.M., & Cohen, L.B.
(2011) Examining the role of social cues in early word learning. Infant Behavior and Development , 34, 211–214. CrossrefGoogle Scholar
Brooks, R., & Meltzoff, A.N.
(2008) Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study. Journal of Child Language , 35(1), 207–220. CrossrefGoogle Scholar
Byers-Heinlein, K., & Werker, J.F.
(2009) Monolingual, bilingual, trilingual: Infants’ language experience influences the development of a word-learning heuristic. Developmental Science , 12, 815–823. CrossrefGoogle Scholar
Capone, N.C.
(2012) Can semantic enrichment lead to naming in a word extension task? American Journal of Speech-Language Pathology , 21, 279–292. CrossrefGoogle Scholar
Capone, N.C., & McGregor, K.K.
(2005) The effect of semantic representation on toddlers’ word retrieval. Journal of Speech, Language, and Hearing Research , 48, 1468–1480. CrossrefGoogle Scholar
Carpenter, M., Call, J., & Tomasello, M.
(2002) A new false belief test for 36-month-olds. British Journal of Developmental Psychology , 20(3), 393–420. CrossrefGoogle Scholar
Clark, E.V.
(1990) On the pragmatics of contrast. Journal of Child Language , 17, 417–431. CrossrefGoogle Scholar
Clark, E.V., & Estigarribia, B.
(2011) Using speech and gesture to introduce new objects to young children. Gesture , 11, 1–23. CrossrefGoogle Scholar
Clark, E.V., & Grossman, J.B.
(1998) Pragmatic directions and children’s word learning. Journal of Child Language , 25, 1–18. CrossrefGoogle Scholar
Clark, E.V.C. & Wong, A.D.
(2002) Pragmatic directions about language use: Offers of words and relations. Language in Society , 31(2), 181–212.Google Scholar
de Marchena, A., Eigsti, I.-M., Worek, A., Ono, K.E., & Snedeker, J.
(2011) Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis. Cognition , 119, 96–113. CrossrefGoogle Scholar
Diesendruck, G.
(2005) The principles of conventionality and contrast in word learning: An empirical examination. Developmental Psychology , 41, 451–463. CrossrefGoogle Scholar
Diesendruck, G., & Markson, L.
(2001) Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology , 37, 630–641. CrossrefGoogle Scholar
Diesendruck, G., Carmel, N., & Markson, L.
(2010) Children’s sensitivity to the conventionality of sources. Child Development , 81, 652–668. CrossrefGoogle Scholar
Diesendruck, G., Markson, L., Akhtar, N., & Reudor, A.
(2004) Two-year-olds’ sensitivity to speakers’ intent: An alternative account of Samuelson and Smith. Developmental Science , 7, 33–41. CrossrefGoogle Scholar
Diesendruck, G. & Patael, S.
in press). The pragmatics of disambiguation. In T. Matsui (Ed.) Pragmatics and Theory of Mind Amsterdam John Benjamins.
Gathercole, V.C.
(1989) Contrast: A semantic constraint? Journal of Child Language , 16, 685–702. CrossrefGoogle Scholar
Gliga, T., & Csibra, G.
(2009) One-year-old infants appreciate the referential nature of deictic gestures and words. Psychological Science , 20, 347–353. CrossrefGoogle Scholar
Gogate, L.J., & Hollich, G.
(2010) Invariance detection within an interactive system: A perceptual gateway to language development. Psychological Review , 117, 496–516. CrossrefGoogle Scholar
Golinkoff, R., & Hirsh-Pasek, K.
(2006) Baby wordsmith. From associationist to social sophisticate. Current Directions in Psychological Science , 15, 30–33. CrossrefGoogle Scholar
Golinkoff, R.M., Hirsh-Pasek, K., Bailey, L.M. & Wenger, N.R.
(1992) Young children and adults use lexical principles to learn new nouns. Developmental Psychology , 28, 99–108. CrossrefGoogle Scholar
Golinkoff, R.M., Hirsh-Pasek, K., Bloom, L., Smith, L., Woodward, A., & Akhtar, N.
., et al (Eds.) (2000)  Becoming a Word Learner . Oxford: OUP. CrossrefGoogle Scholar
Golinkoff, R., Mervis, C.B., & Hirsh-Pasek, K.
(1994) Early object labels – the case for a developmental lexical principles framework. Journal of Child Language , 21, 125–155. CrossrefGoogle Scholar
Goodrich, W., & Hudson Kam, C.L.
(2009) Co-speech gesture as input in verb learning. Developmental Science , 12, 81–87. CrossrefGoogle Scholar
Graham, S.A., & Kilbreath, C.S.
(2007) It’s a sign of the kind: Gestures and words guide infants’ inductive inferences. Developmental Psychology , 43, 1111–1123. CrossrefGoogle Scholar
Graham, S.A., Nilsen, E.S., Collins, S., & Olineck, K.
(2010) The role of gaze direction and mutual exclusivity in guiding 24-month-olds’ word mappings. British Journal of Developmental Psychology , 28, 449–465. CrossrefGoogle Scholar
Grassmann, S.
(2013) Word learning by exclusion: The role of specific naming expectations. In F. Liedtke & C. Schulze, Beyond the Words. Content, Context, and Inference (pp. 67–89). Berlin: De Gruyter Mouton.Google Scholar
Grassmann, S., & Tomasello, M.
(2007) Two-year-olds use primary sentence accent to learn new words. Journal of Child Language , 34, 677. CrossrefGoogle Scholar
(2009) Young children follow pointing over words in interpreting acts of reference. Developmental Science , 13, 252–263. CrossrefGoogle Scholar
(2012) Gesture juxtaposition and sentence accent in part term learning. Poster presented at the ISSBD, Edmonton, Canada.Google Scholar
Grassmann, S., Lenke, J., & Tomasello, M.
(2011) Children’s understanding of anaphoric reference. Paper presented at theIASCL Triennial Meeting, Montreal, Canada.
Grassmann, S., Magister, C., & Tomasello, M.
(2011) What children do when pointing and naming conflict. Paper presented at theSRCD Biennial Meeting, Montreal, Canada.
Grassmann, S., Schreiner, M., & Tomasello, M.
(2011) The pragmatics of exclusion: Children exclude familiar objects as referents of applicable known super-ordinate terms. Paper presented at theXPrag Conference, Barcelona, Spain.
Grassmann, S., Stracke, M., & Tomasello, M.
(2009) Two-year-olds exclude novel objects as potential referents of novel words based on pragmatics. Cognition , 112, 488–493. CrossrefGoogle Scholar
Hall, D.G., & Waxman, S.R.
(Eds.) (2004)  Weaving a Lexicon . Cambridge, MA: The MIT Press.Google Scholar
Hall, D.G., Williams, S.G., & Bélanger, J.
(2010) Learning Count Nouns and Adjectives: Understanding the Contributions of Lexical Form Class and Social-Pragmatic Cues. Journal of Cognition and Development, 11(1), 86–120. CrossrefGoogle Scholar
Hansen, M.B., & Markman, E.M.
(2009) Children’s use of mutual exclusivity to learn labels for parts of objects. Developmental psychology, 45, 592–6. CrossrefGoogle Scholar
Hennon, E., Chung, H.L., & Brown, E.
(2000) What does it take for 12-month-olds to learn a word? Monographs of the Society for Research in Child Development , 65, CrossrefGoogle Scholar
Hirotani, M., Stets, M., Striano, T., & Friederici, A.D.
(2009) Joint attention helps infants learn new words: Event-related potential evidence. NeuroReport , 20, 600–605. CrossrefGoogle Scholar
Hollich, G.J., Hirsh-Pasek, K., Golinkoff, R.M., Brand, R.J., Brown, E., Chung, H.L. & Hennon, E.
(2000) Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development , 65.
Horst, J.S., Samuelson, L.K., Kucker, S.C., & McMurray, B.
(2011) What’s new? Children prefer novelty in referent selection. Cognition , 118(2), 234–244. CrossrefGoogle Scholar
Houston-Price, C., Caloghiris, Z., & Raviglione, E.
(2010) Language experience shapes the development of the mutual exclusivity bias. Infancy , 15, 125–150. CrossrefGoogle Scholar
Houston-Price, C., Plunkett, K., & Duffy, H.
(2006) The use of social and salience cues in early word learning. Journal of Experimental Child Psychology , 95, 27–55. CrossrefGoogle Scholar
Houston-Price, C., Goddard, K., Séclier, C., Grant, S.C., Reid, C.J.B., Boyden, L.E., & Williams, R.
(2011) Tracking speakers’ false beliefs: Is theory of mind available earlier for word learning? Developmental Science , 14, 623–634. CrossrefGoogle Scholar
Iverson, J.M., Capirci, O., Longobardi, E., & Cristina, Caselli M.
(1999) Gesturing in mother-child interactions. Cognitive Development , 14, 57–75. CrossrefGoogle Scholar
Jaswal, V.K., & Hansen, M.B.
(2006) Learning words: Children disregard some pragmatic information that conflicts with mutual exclusivity. Developmental Science , 9, 158–165. CrossrefGoogle Scholar
Jaswal, V.K.
(2010) Explaining the disambiguation effect: Don’t exclude mutual exclusivity. Journal of Child Language, 37, 95–113. CrossrefGoogle Scholar
Jaswal, V.K., & Neely, L.A.
2006Adults don’t always know best: Preschoolers use past reliability over age when learning new words. Psychological Science , 17, 757–758. CrossrefGoogle Scholar
Kaminski, J., Call, J., & Fischer, J.
(2004) Word learning in a domestic dog: Evidence for fast mapping. Science , 304, 1682–1683. CrossrefGoogle Scholar
Kendon, A.
(1994) Do gestures communicate? A review. Research on Language and Social Interaction , 27, 175–200. CrossrefGoogle Scholar
Kidd, C., White, K.S., & Aslin, R.N.
(2011) Toddlers use speech disfluencies to predict speakers’ referential intentions. Developmental Science , 14, 925–934. CrossrefGoogle Scholar
Kobayashi, H.
(1998) How 2-year-old children learn novel part names of unfamiliar objects. Cognition , 68, B41–B51. CrossrefGoogle Scholar
Koenig, M.A., & Harris, P.L.
(2005) Preschoolers mistrust ignorant and inaccurate speakers. Child Development , 76, 1261–77. CrossrefGoogle Scholar
Koenig, M.A., & Woodward, A.L.
(2010) Sensitivity of 24-month-olds to the prior inaccuracy of the source: Possible mechanisms. Developmental Psychology , 46, 815–826. CrossrefGoogle Scholar
Koenig, M., & Woodward, A.L.
(2011) Toddlers learn words in a foreign language: The role of native vocabulary knowledge. Journal of Child Language , 39, 322–337. CrossrefGoogle Scholar
Kovács, Á.M., Téglás, E. & Endress, A.D.
(2010) The social sense: Susceptibility to others’ beliefs in human infants and adults. Science , 330, 1830–1834. CrossrefGoogle Scholar
Liebal, K., Behne, T., Carpenter, M., & Tomasello, M.
(2009) Infants use shared experience to interpret pointing gestures. Developmental Science , 12, 264–271. CrossrefGoogle Scholar
Luyster, R., & Lord, C.
(2009) Word learning in children with autism spectrum disorders. Developmental Psychology , 45, 1774–1786. CrossrefGoogle Scholar
Mather, E., & Plunkett, K.
(2010) Novel labels support ten-month-olds’ attention to novel objects. In K. Franich, K.M. Iserman, & L.L. Keil (Eds.) Proceedings of the 34th Annual Boston University Conference on Language Development (pp. 303–314). Somerville, MA: Cascadilla Press.Google Scholar
Markman, E.M.
(1989)  Categorization and Naming in Children: Problems of Induction . ­Cambridge, MA: The MIT Press.Google Scholar
Markman, E.M., & Wachtel, G.F.
(1988) Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology , 20, 121–157. CrossrefGoogle Scholar
Mathern, E., & Plunkett, K.
(2012) The role of novelty in early word learning. Cognitive science , 36, 1157–77. CrossrefGoogle Scholar
McIlvane, W.J., & Stoddard, T.
(1981) Acquisition of matching-to-sample performances in severe retardation: learning by exclusion. Journal of mental Deficiency Research , 25, 33–48.Google Scholar
McNeill, D.
(1992)  Hand and Mind: What Gestures Reveal about Thought . Chicago IL: ­University of Chicago Press.Google Scholar
Merriman, W.E., & Bowman, L.L.
(1989) The mutual exclusivity bias in children’s word learning. Monographs of the Society for Research in Child Development , 54(serial no. 220). CrossrefGoogle Scholar
Moll, H., Koring, C., Carpenter, M., & Tomasello, M.
(2006) Infants determine others’ focus of attention by pragmatics and exclusion. Journal of Cognition and Development , 7, 411–430. CrossrefGoogle Scholar
Moore, C., Angelopoulos, M., & Bennett, P.
(1999) Word learning in the context of referential and salience cues. Developmental Psychology , 35, 60–68. CrossrefGoogle Scholar
Namy, L.L., & Waxman, S.R.
(1998) Words and gestures: Infants’ interpretations of different forms of symbolic reference. Child Development , 69, 295–308. CrossrefGoogle Scholar
Nelson, K.
(1985)  Making Sense. The Acquisition of Shared Meaning . New York, NY: Academic press.Google Scholar
Nilsen, E.S., Graham, S.A., & Pettigrew, T.
(2008) Preschoolers’ word mapping: The interplay between labelling context and specificity of speaker information. Journal of Child Language , 36, 673. CrossrefGoogle Scholar
Nurmsoo, E., & Bloom, P.
(2008) Preschoolers’ perspective taking in word learning: Do they blindly follow eye gaze? Psychological Science , 19, 211–215. CrossrefGoogle Scholar
O’Hanlon, C.G., & Roberson, D.
(2007) What constrains children’s learning of novel shape terms? Journal of Experimental Child Psychology , 97, 138–148. CrossrefGoogle Scholar
O’Neill, D.K., Topolovec, J., & Stern-Cavalcante, W.
(2002) Feeling sponginess: The importance of descriptive gestures in 2- and 3-year-old children’s acquisition of adjectives. Journal of Cognition and Development , 3, 243–277. CrossrefGoogle Scholar
Pepperberg, I.M., & Wilcox, S.E.
(2000) Evidence for a form of mutual exclusivity during label acquisition by grey parrots (Psittacus erithacus)? Journal of Comparative Psychology , 114, 219–231. CrossrefGoogle Scholar
Preissler, M.A., & Carey, S.
(2005) The role of inferences about referential intent in word learning: Evidence from autism. Cognition , 97, B13–B23. CrossrefGoogle Scholar
Pruden, S.M., Hirsh-Pasek, K., Golinkoff, R.M., & Hennon, E.A.
(2006) The birth of words: Ten-month-olds learn words through perceptual salience. Child Development , 77, 266–280. CrossrefGoogle Scholar
Puccini, D. & Liszkowski, U.
(2012) 15-month-old infants fast map words but not representational gestures of multimodal labels. Front. Psychology , 3. CrossrefGoogle Scholar
Sabbagh, M.A., & Baldwin, D.A.
(2001) Learning words from knowledgeable versus ignorant speakers: Links between preschoolers’ theory of mind and semantic development. Child Development , 72, 1054–1070. CrossrefGoogle Scholar
Sabbagh, M.A., & Shafman, D.
(2009) How children block learning from ignorant speakers. Cognition , 112, 415–22. CrossrefGoogle Scholar
Samuelson, L.K., & Smith, L.B.
(1998) Memory and attention make smart word learning: An alternative account of Akhtar, Carpenter, and Tomasello. Child Development , 69, 94–104. CrossrefGoogle Scholar
Saylor, M., & Troseth, G.
(2006) Preschoolers use information about speakers’ desires to learn words. Cognitive Development , 21, 214–231. CrossrefGoogle Scholar
Saylor, M.M., Sabbagh, M.A., & Baldwin, D.A.
(2002) Children use whole-part juxtaposition as a pragmatic cue to word meaning. Developmental Psychology , 38, 993–1003. CrossrefGoogle Scholar
Saylor, M.M., Sabbagh, M.A., Fortuna, A., & Troseth, G.
(2009) Preschoolers use speakers’ preferences to learn words. Cognitive Development , 24, 125–132. CrossrefGoogle Scholar
Scofield, J., & Behrend, D.A.
(2007) Two-year-olds differentially disambiguate novel words and facts. Journal of Child Language , 34, 875–889. CrossrefGoogle Scholar
2008Learning words from reliable and unreliable speakers. Cognitive Development , 23, 278–290. CrossrefGoogle Scholar
Smith, L.
(2000) Learning how to learn words: An associative crane. In R.M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L.B. Smith, A.L. Woodard, N. Akhtar, M. Tomasello, & G. ­Hollich (Eds.), Becoming a Word Learner: A Debate on Lexical Acquisition (pp. 51–80). Oxford: OUP. CrossrefGoogle Scholar
Smith, L.B.
(2005) Action alters shape categories. Cognitive Science , 29, 665–679. CrossrefGoogle Scholar
Sobel, D.M., & Corriveau, K.H.
(2010) Children monitor individuals’ expertise for word learning. Child Development , 81, 669–679. CrossrefGoogle Scholar
Sobel, D.M., Sedivy, J., Buchanan, D.W., & Hennessy, R.
(2011) Speaker reliability in preschoolers’ inferences about the meanings of novel words. Journal of Child Language , 39, 90–104. CrossrefGoogle Scholar
Thompson, L.A., & Massaro, D.W.
(1986) Evaluation and integration of speech and pointing gestures during referential understanding. Journal of Experimental Child Psychology , 42, 144–168. CrossrefGoogle Scholar
(1994) Children’s integration of speech and pointing gestures in comprehension. Journal of Experimental Child Psychology , 57, 327–354. CrossrefGoogle Scholar
Tomasello, M.
(2003)  Constructing a Language: A Usage-based Theory of Language Acquisition . Harvard, MA: Harvard University Press.Google Scholar
Tomasello, M., & Akhtar, N.
(1995) Two-year-olds use pragmatic cues to differentiate reference to objects and actions. Cognitive Development , 10, 201–224. CrossrefGoogle Scholar
Tomasello, M., & Barton, M.E.
(1994) Learning words in nonostensive contexts. Developmental Psychology , 30, 639–650. CrossrefGoogle Scholar
Tomasello, M., & Farrar, J.M.
(1986) Joint attention and early language. Child Development , 57, 1454–1463. CrossrefGoogle Scholar
Tomasello, M. & Haberl, K.
(2003) Understanding attention: 12- and 18-month-olds know what’s new for other persons. Developmental Psychology , 39, 906–912. CrossrefGoogle Scholar
Tomasello, M., Strosberg, R., & Akhtar, N.
(1996) Eighteen-month-old children learn words in non-ostensive contexts. Journal of Child Language , 23, 157–176. CrossrefGoogle Scholar
Vaish, A., Demir, Ö.E., & Baldwin, D.
(2011) Thirteen- and 18-month-old infants recognize when they need referential information. Social Development , 20, 431–449. CrossrefGoogle Scholar
Vincent-Smith, L., & Bricker, D.B.W.
(1974) Acquisition of receptive vocabulary in the toddler-age child. Child Development , 45, 189–193. CrossrefGoogle Scholar
Wilkinson,K.M., Dube, W.V., & Mcilvane, W.J.
(1998) Fast mapping and exclusion (emergent matching) in developmental language, behavior analysis, and animal cognition research. The Psychological Record 48 , 407–422.
Wittgenstein, L.
1953 Philosophical Investigations , Oxford: Blackwell.Google Scholar
Woodward, A.L., & Markman, E.M.
(1998) Early word learning. In W. Damon, D. Kuhn & R. Siegler (Eds.) Handbook of Child Psychology, Volume 2, Cognition, Perception and Language (pp. 371–420). New York, NY: John Wiley and Sons.Google Scholar
Wu, Y.C., & Coulson, S.
(2007) How iconic gestures enhance communication: An ERP study. Brain and Language , 101, 234–245. CrossrefGoogle Scholar
Yasuda, T., & Kobayashi, H.
(2010) The role of adults’ eye gaze direction in children’s learning part names. Handbook on the 12th Annual International Conference of the Japanese Society for Language Sciences (pp. 53–36).