Abstract
Both universal and language-specific meanings play a role as children map semantic categories onto linguistic forms in a first language. What sources do they draw from as they do this mapping? To what extent are their semantic categories informed by universal conceptual categories, and to what extent by the conventions of the language community? In this chapter, I consider some of the contributions of cognitive and social factors in children’s construction of semantic categories.
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.
