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Three-word and four-word combinations appear when most of the child's utterances are two-word productions. In addition, children are able to form conjoined sentences, using and . [ 5 ] This suggests that there is a vocabulary spurt between the time that the child's first word appears, and when the child is able to form more than two words, and ...
The majority of words that children first learn are often used correctly. However, estimates indicate that up to one-third of the first fifty words that children learn are occasionally misused. Many studies indicate a curvilinear trend in naming errors and mistakes in initial word usage. In other words, early in language acquisition, children ...
On the other hand, visual images, paintings in particular, caused the reliances on "illusionary images" [26] However, in the Western world, children begin primary school with abstract thought and shapes, but as we grow older, according to Rudolf Arnheim, "arts are reduced to a desirable supplement" [26] The general world trend in the late ...
However, children coin words to fill in for words not yet learned (for example, someone is a cooker rather than a chef because a child may not know what a chef is). Children can also understand metaphors. [citation needed] From 6–10 years, children can understand meanings of words based on their definitions. They also are able to appreciate ...
By age 1, children are able to say 1–2 words, respond to their name, imitate familiar sounds and follow simple instructions. [131] Between 1–2 years old, the child uses 5–20 words, says 2-word sentences, expresses their wishes by saying words like "more" or "up", and understands the word "no". [131]
It is unclear if the word-learning constraints are specific to the domain of language, or if they apply to other cognitive domains. Evidence suggests that the whole object assumption is a result of an object's tangibility; children assume a label refers to a whole object because the object is more salient than its properties or functions. [7]
Children from low SES families were able to use multiple sources of information in order to fast map novel words. When working with children from low SES homes, providing a context of the word that attributes meaning, is a linguistic strategy that can benefit the child's word knowledge development. [22]
Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind.