An alternative to mapping a word onto a concept in language acquisition: Pragmatic frames

17Citations
Citations of this article
42Readers
Mendeley users who have this article in their library.

Abstract

© 2016 Rohlfing, Wrede, Vollmer and Oudeyer. The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner's (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches.

Cite

CITATION STYLE

APA

Rohlfing, K. J., Wrede, B., Vollmer, A. L., & Oudeyer, P. Y. (2016). An alternative to mapping a word onto a concept in language acquisition: Pragmatic frames. Frontiers in Psychology, 7(APR). https://doi.org/10.3389/fpsyg.2016.00470

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free