Elicited imitation in lexical development: Evidence from a study of temporal reference

Abstract

This study examined the use of elicited imitation in investigating lexical development within a semantic domain. For this purpose the acquisition of reference to sequence and simultaneity by 3–5 year old children was examined. Three factors were proposed to account for the order in which lexical items within a semantic field are acquired: restrictedness of a lexical item, congruence with perceptual strategies, and conceptual simplicity. A significantly greater number of correct responses was found in sentences describing sequential events than in simultaneous events. Furthermore, imitations of sentences referring to simultaneity were more degraded than imitations of sentences referring to sequence. The children seemed to begin acquiring reference to temporally related events by learning about words describing serially ordered events. A three stage developmental model is proposed to account for the results.