The Changing Role of Sound-Symbolism for Small versus Large Vocabularies

Autor/inn/en	Brand, James; Monaghan, Padraic; Walker, Peter
Titel	The Changing Role of Sound-Symbolism for Small versus Large Vocabularies
Quelle	In: Cognitive Science, 42 (2018), S.578-590 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12565
Schlagwörter	Vocabulary Development; Phoneme Grapheme Correspondence; Grammar; Cognitive Mapping; Language Acquisition; Learning Processes; Role + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Grammatik; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; Rollen
Abstract	Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either congruent or incongruent with regard to sound-symbolic relations. For the smaller vocabulary, sound-symbolism facilitated learning individual words, whereas for larger vocabularies sound-symbolism supported learning category distinctions. The changing properties of form-meaning mappings according to vocabulary size may reflect the different ways in which language is learned at different stages of development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01