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Cited by 113Language Development and DisordersChild and Animal Learning DevelopmentCategorization, perception, and language

An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames

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Rohlfing, Katharina J., Wrede, Britta, Vollmer, Anna-Lisa, Oudeyer, Pierre-Yves·2016·Frontiers in Psychology
DOI 10.3389/fpsyg.2016.00470PMC PMC4835869
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Abstract

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.

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  • Meaning is embodied.

    “This approach is consistent with the premise that meaning is embodied and that learning occurs as a result of collaboration with others in familiar socially constructed settings [70–72]”

    From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [71]

    In “Pragmatic Frames Consist of a Meaning and a Syntax” (page unavailable), the paper links meaning to bodily actions and says that extracting interaction patterns might involve “embodied abstraction.” Its conclusion also locates meaning in joint routines and participants’ contributions. These passages support an embodied aspect of meaning, but do not state the unqualified premise that meaning is embodied. (LLM, conf=0.79)

    Experimental — accuracy not yet measured

  • Learning occurs as a result of collaboration with others in familiar socially constructed settings.

    “This approach is consistent with the premise that meaning is embodied and that learning occurs as a result of collaboration with others in familiar socially constructed settings [70–72]”

    From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [71]

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Cited by

Sorted by citations

Authors
Rohlfing, K. J., Wrede, B., Vollmer, A.-L., & Oudeyer, P.-Y.
Affiliations
  • Bielefeld University (DE)
  • Institut national de recherche en sciences et technologies du numérique (FR)
Corresponding author
Rohlfing, Katharina J.
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2016-04-19
Volume
7
Pages
470-470
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2016.00470
PMC
PMC4835869
OpenAlex
W2340505371
Cited by
113
References
7
Citations by year
2026: 9 · 2025: 5 · 2024: 6 · 2023: 8 · 2022: 7 · 2021: 9 · 2020: 39 · 2019: 12 · 2018: 6 · 2017: 4 · 2016: 8
FWCI
23.41
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • HAL (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • PUB – Publications at Bielefeld University (Bielefeld University) (submittedVersion, other-oa)
  • Publikationen an der Universität Bielefeld (Universität Bielefeld) (submittedVersion, cc-by)
Funders
  • Deutsche Forschungsgemeinschaft ((EXC 277))
  • Universität Bielefeld (EXC 277)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
Keywords
word learning, language acquisition, social interaction, Bruner, co-construction, child language acquisition

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