Child A: “cat”

1. Child A has assigned a highly specific and concrete meaning to the word “cat,” referring
solely to the family pet and no other animals. This hypothesis is supported by the evidence that
the child consistently uses the word “cat” only when referring to the specific family pet,
regardless of the presence of other cats or similar animals.
2. The meaning assigned by Child A differs from the adult meaning of “cat” in terms of
specificity and extension. While adults typically understand “cat” to refer to a broader category
of feline animals, encompassing various breeds and individuals beyond a single household pet,
Child A's meaning is much narrower and applies exclusively to their specific pet.
3. Observational Study - Observe the child's use of the word “cat” over an extended period in
various contexts. Note whether they consistently refer to only the family pet as a “cat” and
whether they display confusion or correction when presented with other cats or animals.
Word Association Task - Present the child with a series of images or objects, including their
family pet, other cats, and different animals. Ask them to identify or label each object. Note
whether the child consistently uses the word “cat” solely for their pet or if they extend it to other
similar animals.
Child B: “ball”
1. Child B has assigned a highly generalized and inclusive meaning to the word “ball,”
encompassing a wide range of objects that share some common characteristics with typical toy
balls, such as roundness or rolling capability. This hypothesis is supported by the evidence that
the child uses the word “ball” to refer not only to traditional toy balls but also to objects like
marbles, wheels, cherries, and even cement mixers.
2. The meaning assigned by Child B differs significantly from the adult meaning of “ball” in
terms of extension and specificity. While adults typically understand “ball” to refer to a specific
category of objects that are spherical and typically used in sports or games, Child B's meaning is
much broader and encompasses objects with varying shapes, sizes, and functions.
3. Semantic Mapping - Engage the child in conversations about balls, their characteristics, and
uses. Use techniques like semantic feature analysis to explore the attributes and functions
associated with the word “ball” in the child's understanding. Compare this with how adults
would typically describe balls.
Contrastive Analysis - Present the child with scenarios where traditional toy balls are absent, but
other objects with round or spherical features are present. Note whether the child continues to
refer to those objects as “ball” or if they use different words or show confusion.
Child C: “white”
1. Child C has assigned a highly specific and exclusive meaning to the word “white,” restricting
its usage solely to describe snow. This hypothesis is supported by the evidence that the child
consistently uses the word “white” only in the context of snow and resists its application to other
objects or contexts, such as a blank page in a book or her dress.
2. The meaning assigned by Child C differs significantly from the adult meaning of “white” in
terms of specificity and exclusivity. While adults understand “white” as a color descriptor
applicable to a broad range of objects and contexts, Child C's meaning is much narrower and
confined solely to snow.
3. Word Association Task - Present the child with a series of images or objects, including snow,
other white objects, and various colored objects. Ask them to identify or label each object. Note
whether the child consistently uses the word "white" only for snow or if they extend it to other
white objects.
Child D: “duck”
1. Child D has assigned a flexible and evolving meaning to the word “duck,” initially referring to
individual ducks but later extending to include groups of ducks and even instances where no
ducks are present, but the context suggests their presence. This hypothesis is supported by the
evidence that the child uses the word “duck” initially to refer to a single duck swimming in a
pond, then applies it to multiple ducks swimming together, and finally uses it when pointing to
the water where ducks were previously observed, even if none are currently visible.
2. The meaning assigned by Child D differs from the adult meaning of “duck” in terms of
flexibility and extension. While adults typically understand “duck” as referring to a specific type
of waterfowl, Child D's meaning is more fluid and extends to encompass various situations and
contexts related to ducks, including individual instances, groups, and inferred presence.
3. Contrastive Analysis - Present the child with scenarios where ducks are absent but other
similar-looking birds or objects are present. Note whether the child continues to use the word
“duck” for these objects or if they differentiate between ducks and other entities.
Child E: “doggie”
1. Child E has assigned a broad and inclusive meaning to the word “doggie,” extending beyond
just the family pet dog to encompass various animals encountered during the preschool trip to the
farm/petting zoo. This hypothesis is supported by the evidence that the child initially uses
“doggie” to refer to the family pet dog and later applies it to goats, lambs, cows, and horses at the
farm/petting zoo.
2. The meaning assigned by Child E differs from the adult meaning of “doggie” in terms of
extension and specificity. While adults typically understand “doggie” as a colloquial term for a
dog, often used by children, Child E's meaning is much broader and includes other animals that
may share some similarities with dogs, such as being mammals or domesticated animals.
3. Semantic Mapping - Engage the child in conversations about dogs, other animals, and the
characteristics that define them. Use techniques like semantic feature analysis to explore the
attributes and similarities associated with the word "doggie" in the child's understanding.
Compare this with how adults would typically describe dogs and other animals.
Child F: “kitty”
1. Child F has assigned a broad and flexible meaning to the word “kitty,” extending beyond just
cats to include soft, furry, or comforting objects such as a soft sweater, a scarf, and a fleece
blanket. This hypothesis is supported by the evidence that the child uses “kitty” not only for cats
but also for items that share similar tactile qualities or evoke a sense of coziness.
2. The meaning assigned by Child F differs from the adult meaning of “kitty” in terms of
extension and specificity. While adults typically understand “kitty” as a colloquial term for a cat,
often used affectionately or by children, Child F's meaning is much broader and includes objects
beyond cats that share certain sensory or emotional characteristics, such as softness or comfort.
3. Contrastive Analysis - Present the child with scenarios where cats are absent but soft objects
are present. Note whether the child continues to use the word “kitty” for these objects or if they
differentiate between cats and other soft items.
Child G: “chocolate”
1. Child G has assigned a broad and generalized meaning to the word “chocolate,” extending
beyond its conventional definition to encompass various sweet foods or treats that share some
common characteristics or associations with chocolate. This hypothesis is supported by the
evidence that the child uses “chocolate” to refer to M&Ms, grapes, vanilla birthday cake with
frosting, and chunks of pineapple, all of which may be perceived as sweet or indulgent foods.
2. The meaning assigned by Child G differs significantly from the adult meaning of “chocolate”
in terms of extension and specificity. While adults typically understand “chocolate” as a specific
type of sweet treat made from cocoa beans, Child G's meaning is much broader and includes a
variety of foods that may share certain sensory qualities or contextual associations with
chocolate, such as sweetness or enjoyment.
3. Observational Study - Observe the child's use of the word “chocolate” over an extended period
in various eating contexts. Note whether they consistently apply the word to a range of sweet
foods or treats, including those that do not contain chocolate as a primary ingredient.
Word Association Task - Present the child with a series of images or objects, including various
sweet foods, chocolates, fruits, and unrelated items. Ask them to identify or label each object.
Note whether the child consistently uses the word “chocolate” for foods beyond traditional
chocolate products.
Child H: “car”
1. Child H has assigned a broad and inclusive meaning to the word “car,” extending beyond its
traditional definition to encompass various modes of transportation typically encountered on
roads or in the sky. This hypothesis is supported by the evidence that the child uses “car” to refer
not only to cars but also to trucks, motorcycles, and even extends it to a plane by labeling it a
“sky car.”
2. The meaning assigned by Child H differs significantly from the adult meaning of “car” in
terms of extension and specificity. While adults typically understand “car” to refer specifically to
a motor vehicle with four wheels designed for road transport, Child H's meaning is much broader
and includes various vehicles encountered on roads, as well as extending to include a mode of
transportation typically associated with the sky.
3. Semantic Mapping - Engage the child in conversations about cars, trucks, motorcycles, planes,
and other modes of transportation. Use techniques like semantic feature analysis to explore the
attributes and characteristics associated with the word “car” in the child's understanding.
Compare this with how adults would typically describe cars and other vehicles.