"Developmental error" redirects here. For embryonic development, see Developmental biology. For cognitive development and learning, see Developmental psychology.
Errors in early word use or developmental errors are mistakes that children commonly commit when first learning language. Language acquisition is an impressive cognitive achievement attained by humans. In the first few years of life, children already demonstrate general knowledge and understanding of basic patterns in their language. They can extend words they hear to novel situations and apply grammatical rules in novel contexts.[1] Although children possess an impressive ability to acquire and comprehend language early in life, they make many errors and mistakes as they enhance their knowledge and understanding of language. Three prominent errors in early word use are overgeneralization, overextension, and underextension.
The majority of words that children first learn are often used correctly. However, estimates indicate that up to one-third of the first fifty words that children learn are occasionally misused. Many studies indicate a curvilinear trend in naming errors and mistakes in initial word usage. In other words, early in language acquisition, children rarely make naming errors. However, as vocabulary enhances and language growth accelerates, the frequency of error increases. The amount of error decreases again as vocabulary continues to improve.[2]
Scholars debate the underlying developmental causes and reasons for these mistakes. One theory, the semantic feature hypothesis, states that mistakes occur because children acquire the basic features of a word's meaning before learning its more specific aspects.[3] For instance, the child may initially use the word basketball in reference to any round object, but then change its meaning to a round, orange, and grooved ball that bounces. Children may overextend the meaning of basketball to any round object until they learn the more specific aspects of the word's meaning. Other theories suggest that errors in early word use are the result of an inability on the part of the child to retrieve the correct word. Although the child might have accurately comprehended the word at one time, they are unable to actively retrieve the word or its meaning from their rapidly growing vocabulary.[2]
^Gentner, D.; Namy, L. L. (2006). "Analogical Processes in Language Learning". Current Directions in Psychological Science. 15 (6): 297–301. doi:10.1111/j.1467-8721.2006.00456.x. S2CID 5689326.
^ abGershkoff-Stowe, L. (2001). "The Course of Children's Naming Errors in Early Word Learning". Journal of Cognition and Development. 2 (2): 131–155. doi:10.1207/s15327647jcd0202_2. S2CID 144892917.
^Gruendel, J. M. (1977). "Referential Extension in Early Language Development". Child Development. 48 (4): 1567–1576. doi:10.1111/j.1467-8624.1977.tb03967.x.
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