Vocabulary development is a process by which people acquire words. Babbling shifts towards meaningful speech as infants grow and produce their first words around the age of one year. In early word learning, infants build their vocabulary slowly. By the age of 18 months, infants can typically produce about 50 words and begin to make word combinations.
In order to build their vocabularies, infants must learn about the meanings that words carry. The mapping problem asks how infants correctly learn to attach words to referents. Constraints theories, domain-general views, social-pragmatic accounts, and an emergentist coalition model have been proposed to account for the mapping problem.
From an early age, infants use language to communicate. Caregivers and other family members use language to teach children about how to act in society. In their interactions with peers, children have the opportunity to learn about unique conversational roles. Through pragmatic directions, adults often offer children cues for understanding the meaning of words.
Throughout their school years, children continue to build their vocabulary. In particular, children begin to learn abstract words. Beginning around age 3-5, word learning takes place both in conversation and through reading. Word learning often involves physical context, builds on prior knowledge, takes place in social context, and includes semantic support. The phonological loop and serial order short term memory may both play an important role in vocabulary development.
Read more about Vocabulary Development: Early Word Learning, Mapping Problem, Pragmatic Development, Vocabulary Development in School-age Children
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