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The word learning situation may offer an infant combinations of social, perceptual, cognitive, and linguistic cues. While a range of cues are available from the start of word learning, it may be the case that not all cues are utilized by the infant when they begin the word learning process. [1]
Errors in early word use or developmental errors are mistakes that children commonly commit when first learning language. Language acquisition is an impressive cognitive achievement attained by humans. In the first few years of life, children already demonstrate general knowledge and understanding of basic patterns in their language.
Syntactic bootstrapping is a theory in developmental psycholinguistics and language acquisition which proposes that children learn word meanings by recognizing syntactic categories (such as nouns, adjectives, etc.) and the structure of their language.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
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).
Semantic bootstrapping is a linguistic theory of child language acquisition which proposes that children can acquire the syntax of a language by first learning and recognizing semantic elements and building upon, or bootstrapping from, that knowledge. [1]
Infants also begin laughing at this stage. At 6-7 months old, infants begin to respond to their own name, yell and squeal, and distinguish emotions based on the tone of voice of the parent. Between 7 and 10 months the infant starts putting words together, for example "mama" and "dada", but these words lack meaning and significance.
Vocabulary learning is the process acquiring building blocks in second language acquisition Restrepo Ramos (2015). The impact of vocabulary on proficiency in second language performance "has become […] an object of considerable interest among researchers, teachers, and materials developers" (Huckin & Coady, 1999, p. 182).
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