Abstract
Production of the deictic verbs bring and take was evaluated among 88 normally functioning children (grades K-6). Theoretical approaches and assumptions concerning a working definition of word mastery were contrasted and found to influence (a) the evaluative scheme chosen to assess lexical knowledge and (b) conclusions concerning the development of lexical contrast. Results, which revealed a developmental order unlike that reported elsewhere, are related to the broad issue of interpretation of lexical overextension behavior. A model of antonym learning is proposed that assigns a prepotent role to the second-to-emerge term in a contrastive pair.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
