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The effects of linguistic experience on the flexible use of mutual exclusivity in word learning

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The effects of linguistic experience on the flexible use of mutual exclusivity in word learning. / Kalashnikova, Marina; Mattock, Karen; Monaghan, Padraic.

In: Bilingualism: Language and Cognition, Vol. 18, No. 4, 10.2015, p. 626-638.

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Kalashnikova, Marina ; Mattock, Karen ; Monaghan, Padraic. / The effects of linguistic experience on the flexible use of mutual exclusivity in word learning. In: Bilingualism: Language and Cognition. 2015 ; Vol. 18, No. 4. pp. 626-638.

Bibtex

@article{44ef3b114fe545c58ebee74312e827cb,
title = "The effects of linguistic experience on the flexible use of mutual exclusivity in word learning",
abstract = "Mutual Exclusivity (ME) is a prominent constraint in language acquisition, which guides children to establish one-to-one mappings between words and referents. But how does unfolding experience of multiple-to-one word-meaning mappings in bilingual children's environment affect their understanding of when to use ME and when to accept lexical overlap? Three-to-five-year-old monolingual and simultaneous bilingual children completed two pragmatically distinct tasks, where successful word learning relied on either the default use of ME or the ability to accept overlapping labels. All children could flexibly use ME by following the social-pragmatic directions available in each task. However, linguistic experience shaped the development of ME use, whereby older monolinguals showed a greater reliance on the one-to-one mapping assumption, but older bilinguals showed a greater ability to accept lexical overlap. We suggest that flexible use of ME is thus shaped by pragmatic information present in each communicative interaction and children's individual linguistic experience.",
keywords = "mutual exclusivity, lexical overlap, word learning, bilingualism, language acquisition, BILINGUAL CHILDRENS USE, INFANTS, LANGUAGE, ASSUMPTION, DISAMBIGUATION, LEARNERS, MEANINGS, OBJECTS, LABELS, BIAS",
author = "Marina Kalashnikova and Karen Mattock and Padraic Monaghan",
year = "2015",
month = oct
doi = "10.1017/S1366728914000364",
language = "English",
volume = "18",
pages = "626--638",
journal = "Bilingualism: Language and Cognition",
issn = "1366-7289",
publisher = "Cambridge University Press",
number = "4",

}

RIS

TY - JOUR

T1 - The effects of linguistic experience on the flexible use of mutual exclusivity in word learning

AU - Kalashnikova, Marina

AU - Mattock, Karen

AU - Monaghan, Padraic

PY - 2015/10

Y1 - 2015/10

N2 - Mutual Exclusivity (ME) is a prominent constraint in language acquisition, which guides children to establish one-to-one mappings between words and referents. But how does unfolding experience of multiple-to-one word-meaning mappings in bilingual children's environment affect their understanding of when to use ME and when to accept lexical overlap? Three-to-five-year-old monolingual and simultaneous bilingual children completed two pragmatically distinct tasks, where successful word learning relied on either the default use of ME or the ability to accept overlapping labels. All children could flexibly use ME by following the social-pragmatic directions available in each task. However, linguistic experience shaped the development of ME use, whereby older monolinguals showed a greater reliance on the one-to-one mapping assumption, but older bilinguals showed a greater ability to accept lexical overlap. We suggest that flexible use of ME is thus shaped by pragmatic information present in each communicative interaction and children's individual linguistic experience.

AB - Mutual Exclusivity (ME) is a prominent constraint in language acquisition, which guides children to establish one-to-one mappings between words and referents. But how does unfolding experience of multiple-to-one word-meaning mappings in bilingual children's environment affect their understanding of when to use ME and when to accept lexical overlap? Three-to-five-year-old monolingual and simultaneous bilingual children completed two pragmatically distinct tasks, where successful word learning relied on either the default use of ME or the ability to accept overlapping labels. All children could flexibly use ME by following the social-pragmatic directions available in each task. However, linguistic experience shaped the development of ME use, whereby older monolinguals showed a greater reliance on the one-to-one mapping assumption, but older bilinguals showed a greater ability to accept lexical overlap. We suggest that flexible use of ME is thus shaped by pragmatic information present in each communicative interaction and children's individual linguistic experience.

KW - mutual exclusivity

KW - lexical overlap

KW - word learning

KW - bilingualism

KW - language acquisition

KW - BILINGUAL CHILDRENS USE

KW - INFANTS

KW - LANGUAGE

KW - ASSUMPTION

KW - DISAMBIGUATION

KW - LEARNERS

KW - MEANINGS

KW - OBJECTS

KW - LABELS

KW - BIAS

U2 - 10.1017/S1366728914000364

DO - 10.1017/S1366728914000364

M3 - Journal article

VL - 18

SP - 626

EP - 638

JO - Bilingualism: Language and Cognition

JF - Bilingualism: Language and Cognition

SN - 1366-7289

IS - 4

ER -