Linguistic input and early word meaning

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Abstract
Four mother–child dyads were videotaped in a longitudinal study of the relationship between linguistic input to children and early lexical development. Diary records were also kept by the mothers and, together with the videorecordings, were used to identify the contexts in which the children produced their first words. These were compared with the contexts in which the mothers used these same words. It was found that there was a strong relationship between the children's initial use of words and the most frequently occurring use of these words by the mothers. It was also found that although the majority of the children's first words were context-bound, a significant number were referential. The implications of these findings for current theoretical proposals concerning early lexical development are discussed.