Mapping problem Vocabulary development

1 mapping problem

1.1 theories of constraints
1.2 domain-general views
1.3 social pragmatic theories
1.4 emergentist coalition model

mapping problem

in word learning, mapping problem refers question of how infants attach forms of language things experience in world. there infinite objects, concepts, , actions in world words mapped onto. many theories have been proposed account way in language learner maps words onto correct objects, concepts, , actions.

while domain-specific accounts of word learning argue innate constraints limit infants hypotheses word meanings, domain-general perspectives argue word learning can accounted general cognitive processes, such learning , memory, not specific language. yet other theorists have proposed social pragmatic accounts, stress role of caregivers in guiding infants through word learning process. according research, however, children active participants in own word learning, although caregivers may still play important role in process. recently, emergentist coalition model has been proposed suggest word learning cannot attributed single factor. instead, variety of cues, including salient , social cues, may utilized infants @ different points in vocabulary development.

theories of constraints

theories of word-learning constraints argue biases or default assumptions guide infant through word learning process. constraints outside of infant s control , believed infant limit hypotheses meaning of words encounter daily. constraints can considered domain-specific (unique language).

critics argue theories of constraints focus on how children learn nouns, ignore other aspects of word learning. although constraints useful in explaining how children limit possible meanings when learning novel words, same constraints need overridden because not utilized in adult language. instance, adult speakers use several terms, each term meaning different, when referring 1 entity, such family pet. practice violate mutual exclusivity constraint.

below, prominent constraints in literature detailed:

reference notion word symbolizes or stands in object, action, or event. words consistently stand referents, if referents not physically present in context.
mutual exclusivity assumption each object in world can referred single label.
shape has been considered 1 of critical properties identifying members of object category. infants assume objects have same shape share name. shape plays important role in both appropriate , inappropriate extensions.
the whole object assumption belief labels refer whole objects instead of parts or properties of objects. children believed hold assumption because typically label whole objects first, , parts of properties of objects later in development.
the taxonomic assumption reflects belief speakers use words refer categories internally consistent. labels pick out coherent categories of objects, rather objects , things related them. example, children assume word dog refers category of dogs , not dogs bones , or dogs chasing cats .

domain-general views

domain-general views of vocabulary development argue children not need principles or constraints in order develop word-world mappings. instead, word learning can accounted through general learning mechanisms such salience, association, , frequency. children thought notice objects, actions, or events salient in context, , associate them words used in presence. additionally, research on word learning suggests fast mapping, rapid learning children display after single exposure new information, not specific word learning. children can fast map when exposed novel fact, remembering both words , facts after time delay.

domain-general views have been criticized not explaining how children manage avoid mapping errors when there numerous possible referents objects, actions, or events might point. instance, if biases not present birth, why infants assume labels refer whole objects, instead of salient parts of these objects? however, domain-general perspectives not dismiss notion of biases. rather, suggest biases develop through learning strategies instead of existing built-in constraints. instance, whole object bias explained strategy humans use reason world; perhaps prone thinking our environment in terms of whole objects, , strategy not specific language domain. additionally, children may exposed cues associated categorization shape in word learning process, draw attention shape when presented novel objects , labels. ordinary learning could, then, lead shape bias.

social pragmatic theories

social pragmatic theories, in contrast constraints view, focus on social context in infant embedded. according approach, environmental input removes ambiguity of word learning situation. cues such caregiver s gaze, body language, gesture, , smile infants understand meanings of words. social pragmatic theories stress role of caregiver in talking objects, actions, or events infant focused-in upon.

joint attention important mechanism through children learn map words-to-world, , vice versa. adults commonly make attempt establish joint attention child before convey child. joint attention accompanied physical co-presence, since children focused on in immediate environment. well, conversational co-presence occur; caregiver , child typically talk whatever taking place @ locus of joint attention. social pragmatic perspectives present children covariation detectors, associate words hear whatever attending in world @ same time. co-variation detection model of joint attention seems problematic when consider many caregiver utterances not refer things occupy immediate attentional focus of infants. instance, caregivers among kaluli, group of indigenous peoples living in new guinea, provide labels in context of referents. while covariation detection model emphasizes caregiver s role in meaning-making process, theorists argue infants play important role in own word learning, actively avoiding mapping errors. when infants in situations own attentional focus differs of speaker, seek out information speaker s focus, , use information establish correct word-referent mappings. joint attention can created through infant agency, in attempt gather information speaker s intent.

from on, children assume language designed communication. infants treat communication cooperative process. specifically, infants observe principles of conventionality , contrast. according conventionality, infants believe particular meaning wish convey, there term in community expect used. according contrast, infants act according notion differences in form mark differences in meaning. children s attention conventionality , contrast demonstrated in language use, before age of 2 years; direct words towards adult targets, repair mispronunciations if possible, ask words relate world around them, , maintain contrast in own word use.

emergentist coalition model

the emergentist coalition model suggests children make use of multiple cues attach novel label novel object. word learning situation may offer infant combinations of social, perceptual, cognitive, , linguistic cues. while range of cues available start of word learning, may case not cues utilized infant when begin word learning process. while younger children may able detect limited number of cues, older, more experienced word learners may able make use of range of cues. instance, young children seem focus on perceptual salience, older children attend gaze of caregivers , use focus of caregivers direct word mapping. therefore, model argues principles or cues may present onset of word learning, use of wide range of cues develops on time.

supporters of emergentist coalition model argue that, hybrid, model moves towards more holistic explanation of word learning not captured models singular focus. instance, constraints theories typically argue constraints/principles available children onset of word learning, not explain how children develop expert speakers not limited constraints. additionally, argue domain-general perspectives not address question of how children sort through numerous potential referents in order correctly sort out meaning. lastly, social pragmatic theories claim social encounters guide word learning. although these theories describe how children become more advanced word learners, seem tell little children s capacities @ start of word learning. according proponents, emergentist coalion model incorporates constraints/principles, argues development , change in these principles on time, while simultaneously taking consideration social aspects of word learning alongside other cues, such salience.