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P. Bloom (2000) argued that there are three basic capacities that underlie child word learning: understanding mental states, understanding the kinds of things that get labeled, and understanding syntactic cues; these capacities correspond to social-cognitive understandings, cognitive biases and syntax, respectively.
A "successful" use of a sign would be one in which the child is understood (for example, a child saying "up" when they want to be picked up) and rewarded with the desired response from another person, thereby reinforcing the child's understanding of the meaning of that word and making it more likely that they will use that word in a similar ...
This is done either explicitly, when a new word is defined using old words, or implicitly, when the word is set in the context of old words so that the meaning of the new word is constrained. [55] When children reach school-age, context and implicit learning are the most common ways in which their vocabularies continue to develop. [ 56 ]
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 ...
Once "cup" is able to be extracted from the speech stream, the child has to assign a meaning to this word. [1] Furthermore, the child has to be able to distinguish the sequence “cup” from “cub” in order to learn that these are two distinct words with different meanings. Finally, the child has to learn to produce these words.
Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games. For Vygotsky, however, play is the first form of learning language and communication, and the stage where a child begins to understand rules and symbols. [12]
The inability for children to understand color stems from the cognitive process of whole object constraint. Whole object constraint is the idea that a child will understand that a novel word represents the entirety of that object. Then, if the child is presented with further novel words, they attach inferred meanings to the object.
Verbal intelligence is the ability to understand and reason using concepts framed in words. More broadly, it is linked to problem solving , abstract reasoning , [ 1 ] and working memory . Verbal intelligence is one of the most g -loaded abilities.