1. Lexis and Semantics Revision

2. Jean Aitchison
Another linguist, Jean Aitchison connects children’s lexical and semantic development.
Number
Stage
Description 1
Labelling
Linking words to the objects to which they refer, understanding that things can be labelled 2
Packaging
Exploring the labels and to what they can apply. Over/underextension occurs in order to eventually understand the range of a word’s meaning 3
Network-building
Making connections between words, understanding similarities and opposites in meaning

3. Once children expand their vocabulary they use network-building to sort the words. An aspect of this stage is an understanding of hyponymy, the links between lexical items that divides into hypernyms and hyponyms.
Hyponomy: the hierarchal structure that exists between lexical items hypernym: a more general word that can have more specific words under it hyponym: a more specific word in a wider category

4. If you take ‘clothes’ as the hypernym, you could list all the hyponyms a child could use for specific items of clothing they wear: socks, shoes, vest etc. When they have a larger vocabulary (18 months onwards) they may use these more accurately and precisely to identify individual items of clothing. Synonymy appears too, offering different ways to name the same object, e.g. ‘Duck’ and ‘quack-quack’. Research found children who call all four legged animals `dog' could usually correctly

5. Other word types…
Content words: A word that primarily conveys meaning rather than a grammatical function e.g. verbs, nouns and adjectives
Function words: A word whose purpose is to contribute to the grammatical syntax rather than the meaning of a sentence
Mismatch statement: Labelling an object completely different to what it is e.g. calling a pond a duck

6. Overextension
This example of over-extension demonstrates the child’s exploration of labels. Child: moon Adult: moon yes Child: (points to the stars) moon moon more more Adult: more Child: more moon Adult: (suddenly realises he is pointing at the stars in the picture) oh these are stars (.) these are little stars (.) stars in the sky
As in this interaction, it has been found that parents are more likely to use hyponyms to encourage children to network-build and increase their vocabulary

7. Linking in theorists!
Which theorists could we refer to when discussing the examples we’ve looked at today?
B. F Skinner believed that children develop language through imitation and positive or negative reinforcement. The types of first words we’ve looked at today seem to agree with this theory as many are words that are likely to have been used often and repeated by caregivers.
Jean Piget emphasised that children are active learners who use their environment and social interactions to shape their language. Rachel’s use of the word ‘wassat’ shows that she wanted more labels to describe the objects around her. Piaget linked linguistic development with understanding, suggesting that children cannot be taught a word before they are ready and understand the meaning of the word.