Language acquisition and conceptual development: Individuation, relativity, and early word learning

By Dedre Gentner, Lera Boroditsky. 2001

573 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c1e9f6386a9fd2668d5a62f5c23fcfebcf5803db

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Perceiving and remembering events cross-linguistically: Evidence from dual-task paradigms (2010, background): “We therefore focus on Slobin's definition of salience that is based on what is frequently and canonically encoded within a language (i.e., information carried by the main verb; cf. also Gentner & Boroditsky, 2001). though these differences were not statistically significant.”
Event categorisation and language: A cross-linguistic study of motion (2010, background): “…event components as they experience events and that, in learning language, children’s attention may be guided towards those event categories/relations that are systematically encoded in their native tongue (Choi & Bowerman, 1991; Gentner & Boroditsky, 2001; McDonough, Choi, & Mandler, 2003).”
The myth of language universals: language diversity and its importance for cognitive science. (2009, background): “…claim effectively just the reverse, that relational vocabulary (as in prepositions) is much more abstract, and thus prone to cultural patterning, whereas the open-class items (like nouns) are grounded in concrete reality, and thus less cross-linguistically variable (Gentner & Boroditsky 2001).”
The development of relational category knowledge (2005, background): “These re(Caselli et al ., 1995 ; Gentner & Boroditsky, 2001 ; Tardif, Gelman, & Xu, sults suggest that relational nouns are more context sensitive than object 19'9) ; and distributed at higher word frequencies than nouns (Gentner, nouns, mirroring the behavior of verbs relative to nouns .”
Where Hypotheses Come From: Learning New Relations by Structural Alignment (2010, unknown): “…although young children encountering a new situation have the potential to see a large variety of relations—size differences, spatial relations, etc.—their encodings typically focus strongly on the objects (Gentner & Boroditsky, 2001; Gleitman, Cassidy, Nappa, Papafragou, & Trueswell, 2005).”
The Development of Infants' Spatial Categories (2008, background): “…for acquiring spatial categories specific to their language (Hespos & Spelke, 2004; Mandler, 1996), whereas others propose that spatial language helps shape spatial categories, particularly those that are language specific (Bowerman, 1996; Bowerman & Choi, 2001; Gentner & Boroditsky, 2001).”
Why verbs are hard to learn (2006, methodology): “To learn what a verb means, the child must discover which aspects of the situation enter into its meaning in her language (Gentner, 1982; Gentner & Boroditsky, 2001).”
Universality and language specificity in object naming (2003, background): “It has sometimes been suggested (e.g., Bowerman, 1994; Gentner, 1981, 1982; Gentner & Boroditsky, 2001; Medin, Lynch, & Solomon, 2000) that there is more inherent structure (in the form of clusters of correlated properties) in the broad domain of concrete objects than there is in domains such as…”
Bootstrapping language acquisition. (2017, background): “Please cite this article in press as: Abend, O., et al. Bootstrapping language acqu in the literature, i.e., that the the ratio of verbs to nouns is lower in child productions than in the child directed speech (see discussion in Gentner & Boroditsky, 2001).”
U-Shaped Changes in Behavior: A Dynamic Systems Perspective (2004, background): “The majority of these first words are object names, although children also learn words for actions and events, as well as names for the relations and properties of common objects (Bloom, Tinker, & Margulis, 1993; Gentner & Boroditsky, 2001).”
Mindreading, Communication and the Learning of Names for Things (2002, unknown): “Object names constitute a larger proportion of children’s early vocabularies than they do of the vocabularies of older children and adults, something which is true in every language and culture that has been studied (Gentner and Boroditsky, 2001).”