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Through pragmatic directions, adults often offer children cues for understanding the meaning of words. Throughout their school years, children continue to build their vocabulary. In particular, children begin to learn abstract words. Beginning around age 3–5, word learning takes place both in conversation and through reading.
In cognitive psychology, fast mapping is the term used for the hypothesized mental process whereby a new concept is learned (or a new hypothesis formed) based only on minimal exposure to a given unit of information (e.g., one exposure to a word in an informative context where its referent is present).
In 1983, Rapin and Allen suggested the term "semantic pragmatic disorder" to describe the communicative behavior of children who presented traits such as pathological talkativeness, deficient access to vocabulary and discourse comprehension, atypical choice of terms, and inappropriate conversational skills. [14]
Pragmatic bootstrapping refers to how pragmatic cues and their use in social context assist in language acquisition, and more specifically, word learning. Pragmatic cues are illustrated both verbally and through nonlinguistic cues. They include hand gestures, eye movement, a speaker's focus of attention, intentionality, and linguistic context.
The vocabulary of a 1–2 year old should consist of 50 words and can be up to 500. Gestures that were used earlier on in development begin to be replaced by words and eventually are only used when needed. Verbal communication is chosen over nonverbal as development progresses. [38] 2–3 years of age:
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