By Lucia Raatma
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Features
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Sample text
Children of 1;6 learned the word ‘gazzer’ just as well in this situation as when the experimenter found the target object straightaway. Two-year-olds picked up similar cues that an action they observed was not the speaker’s intended focus The child’s road to words 25 (Tomasello & Barton 1994). Here, the experimenter announced ‘Let’s hoist Big Bird’, performed an ‘accidental’ action and said ‘Woops’, then performed the target action and said ‘There’. Again, children recognised that the new verb hoist referred to the second action rather than the first.
Hirson, personal communication) But as they break chunks down, which they rapidly do, children prove very adept at segmenting words (Brown 1973). The vast majority of their early words are appropriately segmented. Almost without exception, the forms they produce correspond to the phonology of just one word, no more and no less. Children might hear the form ‘tiger’ in something like the following contexts: Look, a tiger Where’s your tiger? There’s a tiger and an elephant as well as in isolation.
Suppose, for example, that they have experienced scenes where the focus is a small very cold transparent block which can go in the mouth. This prompts them to search for the common phonological form in utterances such as Ooh, feel the ice! Do you want some ice? The ice is melting I dropped the ice The child’s road to words 31 Here, we may view the child as using semantic bootstrapping to reach for phonology: the picking out of the object helps them to notice the form ice. Conversely, children’s encounter with an unfamiliar phonological form will alert them to find out what is focused when they hear that form.