Journal of Speech and Hearing Research Vol.31 317-326 September 1988.
© American Speech-Language-Hearing Association
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Acquiring Lexical Contrast

The Case of Bring-Take Learning

G. G. Abkarian 1
1 Colorado State University

Production of the deictic verbs bring and take was evaluated among 88 normally functioning children (grades K-6). Theoretical approaches and assumptions concerning a working definition of word mastery were contrasted and found to influence (a) the evaluative scheme chosen to assess lexical knowledge and (b) conclusions concerning the development of lexical contrast. Results, which revealed a developmental order unlike that reported elsewhere, are related to the broad issue of interpretation of lexical overextension behavior. A model of antonym learning is proposed that assigns a prepotent role to the second-to-emerge term in a contrastive pair.

Submitted on September 25, 1986
Accepted on October 6, 1987


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