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dc.contributor.authorGrassmann, Susanne
dc.contributor.editorMatthews, Danielle
dc.date.accessioned2017-01-13T08:25:47Z
dc.date.available2017-01-13T08:25:47Z
dc.date.issued2014
dc.identifier.isbn9789027234704
dc.identifier.doi10.1075/tilar.10.09gra
dc.identifier.urihttp://hdl.handle.net/11654/23823
dc.description.abstractChildren use and integrate a variety of information when learning novel words. Most strikingly, children are skillful in drawing inferences about speakers’ intentions. This chapter reviews the current state of affairs regarding the wide variety of pragmatic information that children employ in word learning. Current debates on whether seemingly pragmatic phenomena in word learning should be explained by simpler processes are addressed throughout the chapter. Suggestions for future research directions are made. Finally, I suggest that in order to acknowledge the role that pragmatic information plays in word learning, the field needs to come to an agreement on what it is that children acquire in word learning: word-object/concept-associations or means to communicate and direct other’s attention to certain objects?
dc.description.urihttps://benjamins.com/#catalog/books/tilar.10.09gra/details
dc.language.isoen
dc.publisherJohn Benjamins
dc.relation.ispartofPragmatic Development in First Language Acquisition
dc.relation.ispartofseriesTiLAR Book series
dc.accessRightsAnonymous
dc.subjectword learning
dc.subjectlanguage acquisition
dc.subjectpragmatics
dc.subjectdevelopmental psychology
dc.subject.ddc150 - Psychologiede
dc.subject.ddc400 - Sprache, Linguistikde
dc.titleThe pragmatics of word learning
dc.type04 - Beitrag Sammelband oder Konferenzschrift
dc.volume10
dc.spatialAmsterdam
dc.audienceScience
fhnw.publicationStatePublished
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.InventedHereNo
fhnw.PublishedSwitzerlandNo
fhnw.pagination139-160
fhnw.IsStudentsWorkno


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