Language Meaning and Concept Formation in Development
Semantic Development: Understanding Meaning in Language
Semantic development is the study of the meaning of linguistic elements that signify something in reality according to a conventional system of reference. Units of meaning are lexemes, although other smaller units, such as morphemes, may also carry meaning. The word is often used as a unit of meaning, valued for its representation and its communicative role as a tool modifying cognitive activity.
Luria discusses language’s role in regulating action, and Vygotsky views language as a tool that generates changes in the zone of proximal development, where language profoundly affects cognitive behavior. Today, language learning is understood to encompass both the personal and cognitive capabilities of children and the social environment in which they develop.
The human individual can understand the meanings of many utterances and is often compared to a dictionary, where each word has a lexical entry and a lexical space, collectively known as the lexicon. Each lexicon also includes information about events and objects that are named. We know some properties of things that relate to:
- Physico-perceptual appearance: Color, size, and external characteristics.
- Functional properties: What it is made for and how it serves its purpose.
- Typical behaviors: How it moves (e.g., runs, rolls) or changes (e.g., grows).
- History: Facts stored about the object.
- Origins: Whether it is plant, animal, or derived from something else.
- Other issues: Including personal connotations.
These data help us understand things, people, and more.
Concept Formation: How We Organize Knowledge
A concept is a cognitive entity that organizes objects and events in the world into classes based on shared characteristics that differentiate them from other objects. The order of acquisition typically involves three steps:
- Recognizing an object perceptually and/or functionally.
- Through extended learning, identifying the properties or features of the object that are relevant for its inclusion in a specific concept.
- Understanding the organization and relationships of the concept to other concepts, developing a schema that includes the object. This involves identifying:
- Objects that share essential characteristics (co-ordinates).
- Objects that are broader categories (superordinates).
- Objects that are more specific categories (subordinates).
Concept Acquisition Challenges: Overextension & Under-restriction
In Step 1, the child may exhibit errors such as overextension or under-restriction, often attributed to a single property of the object.
Overextension
Overextension is a child’s tendency to extend the semantic field of a word. It is used to refer to several objects that would have distinct names in adulthood. For example, a child might call all round objects ‘ota’ (ball).
Under-restriction (Sobrerrestricción)
Under-restriction (or sobrerrestricción) involves using a term too narrowly, applying it only to a small group of objects. For example, a child might say ‘more’ only when asking for an increase in food, not for other quantities.
Both overextension and under-restriction are frequent between 12 and 18 months of age.
Learning Features and Properties
In the second stage of concept acquisition, the child learns that not all objects have a one-to-one correspondence with a unique name. For example, while chairs may have different features or materials, they are all called ‘chair’ and perform the same function. At this point, the child is compelled to learn the characteristics and properties that differentiate or distinguish objects within a category.
Hierarchical Concept Organization
In the third step, the child achieves the correct use of labels and refers to classes of objects organized into hierarchical concepts. It is important to remember that concept learning is an ongoing process.