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In language acquisition, children typically learn object words first, and then develop from that vocabulary an understanding of the alternate uses of such words. For example, the word "book" refers objectively to a physical object constructed with bound pages, but in abstraction refers to a particular literary creation —regardless of how many ...
When the prefix "re-" is added to a monosyllabic word, the word gains currency both as a noun and as a verb. Most of the pairs listed below are closely related: for example, "absent" as a noun meaning "missing", and as a verb meaning "to make oneself missing". There are also many cases in which homographs are of an entirely separate origin, or ...
Similarly, some abstract nouns have developed etymologically by figurative extension from literal roots (drawback, fraction, holdout, uptake). Many abstract nouns in English are formed by adding a suffix (-ness, -ity, -ion) to adjectives or verbs (happiness and serenity from the adjectives happy and serene; circulation from the verb circulate).
By age 10, children's vocabulary development through reading moves away from learning concrete words to learning abstract words. [ 69 ] Generally, both conversation and reading involve at least one of the four principles of context that are used in word learning and vocabulary development: physical context, prior knowledge, social context and ...
Onomatopoeia is a word designed to be an imitation of a sound. [22] Example: “Bark! Bark!” went the dog as he chased the car that vroomed past. Personification [23] is the attribution of a personal nature or character to inanimate objects or abstract notions, [24] especially as a rhetorical figure.
Children can make the distinction between mass and count nouns based on the article that precedes a new word. If a new word immediately follows the article a, then children infer that the noun is a count noun. If a new word immediately follows some, then the new word is inferred as a mass noun. [23]
For example, the word "was" does not follow a usual spelling pattern, as the middle letter "a" makes an /ɒ~ʌ/ sound and the final letter "s" makes a /z/ sound, nor can the word be associated with a picture clue since it denotes an abstract state (existence). Another example is the word "said". It breaks the phonetic rule that ai normally ...
This suggests that children must hear the word several hundred times before they are able to use it correctly. This development of bound morphemes is similar in order among children, for example: -ing is acquired before the article the. However, parents tend to use a different order while speaking to their kids, for example, parents use the ...