Language acquisition and conceptual development: Form–function relations: how do children find out what they are?

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Conceptual transfer: Crosslinguistic effects in categorization and construal* (2010, background): “…to such concepts as language-mediated, and these include both lexicalized concepts (e.g., Murphy, 2002) – such as the concepts referenced by words such as bird and take – as well as grammaticized concepts – such as those associated with grammatical aspect, tense and number (cf. Slobin, 2001).”
New Perspectives on Language and Thought (2012, background): “However, detailed linguistic analysis suggests that there is a genuine typological difference here; see Slobin, 2001 and Lucy & Gaskins, ibid., Chierchia, 1998, Krifka, 1995, for discussion).”
The role of frequency in the acquisition of English word order (2005, background): “Finally, future research would benefit from considering additional factors affecting grammatical development such as complexity of form (Gathercole, Sebastian, & Soto, 1999), iconicity (Cho et al., 2002; Slobin, 2001), salience, relevance, form-function transparency ( Slobin, 2001 ) and cue locality”
On the role of morphological richness in the early development of noun and verb inflection (2011, background): “With these and further observations, Küntay and Slobin (1996, 2001) demonstrate that CDS – with its variation sets – provides the child with significant information about language structure.”