title: Can semantic enrichment lead to naming in a word extension task?
abstract: OBJECTIVE
  This study examined the relationship between semantic enrichment and naming in children asked to extend taught words to untrained exemplars.
  
  
  METHODS
  Sixteen typically developing children ( M = 32.63 months, SD = 4.02) participated in 3 word learning conditions that varied semantic enrichment via iconic (shape, function) or point gesture. At test, children named taught referents and 2 exemplars of each taught object: shape similar and shape dissimilar. Naming accuracy and errors were analyzed between conditions.
  
  
  RESULTS
  The point condition never outperformed the shape or function conditions. In naming taught words, the shape condition was superior to the point condition, whereas the function condition was only marginally superior to the point condition. However, in naming untrained exemplars, only the shape condition was superior to the point condition, and there were fewer indeterminate errors in the shape condition.
  
  
  CONCLUSIONS
  Semantic enrichment supports naming, but shape cues appear to be particularly effective in using words beyond just-taught referents.
authors.affiliation: Seton Hall University, South Orange, NJ, USA. nina.capone@shu.edu
authors.forename: Nina
authors.initials: N
authors.lastname: Capone Singleton
mesh_terms: D002663:Child Language; D002675:Child, Preschool; D003463:Cues; D005260:Female; D005868:Gestures; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008297:Male; D012660:Semantics; D014706:Verbal Learning; D014825:Vocabulary