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In:Semantics in Language Acquisition
Edited by Kristen Syrett and Sudha Arunachalam
[Trends in Language Acquisition Research 24] 2018
► pp. 21–43

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Chapter 2
Word meanings and semantic domains in acquisition

 | Stanford University
Published online: 2 August 2018
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https://doi.org/10.1075/tilar.24.02cla
Abstract
As children accumulate words, they build up semantic domains. In doing this, they start to link the meanings of words, depending on how they are related to each other. They rely on conceptual representations of objects and events, and on how adults talk about objects and events. Adults typically provide information along with new-word offers: facts about class membership, parts and properties, motion, sound, and function provide a basis for semantic relations. Semantic domains built up early include many general domains as well as some domains of intense interest (e.g., dinosaurs or cars), also elaborated with parental support. As children learn more words, they structure each domain and link new terms to ones they already know.
Article outline
  • 1.Introduction
  • 2.Acquiring word meanings
    • 2.1The first step: Fast mapping
  • 3.Conceptual and social sources of information
    • 3.1Conceptual sources for word meanings
    • 3.2Social sources for word meanings
      • 3.2.1The cooperative principle
      • 3.2.2Conventionality and contrast
  • 4.Accumulating words
  • 5.Setting up semantic domains
    • 5.1Some semantic domains
      • 5.1.1Placement in space
      • 5.1.2Joining and separating
      • 5.1.3Holding and carrying
      • 5.1.4Motion, manner, and path
  • 6.Structure within semantic domains
  • 7.Elaborated domains and islands of expertise
  • 8.Conclusion
  • References
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