Is there a ‘universal’ core? Using semantic primes to select vocabulary across languages in AAC

References

• Amery, R., Wunungmurra, J. G., Raghavendra, P., BukuIatjpi, G., Dikul Baker, R., Gumbula, F., Barker, R., Theodoros, D., Amery, H., Massey, L., & Lowell, A. (2022). Augmentative and alternative communication for Aboriginal Australians: Developing core vocabulary for Yolŋu speakers. Augmentative and Alternative Communication, 38(4), 209–220. doi:10.1080/07434618.2022.2128410
   PubMed Web of Science ®Google Scholar
• Baker, B. R., & Chang, S. K. (2006). A Mandarin language system in augmentative and alternative communication (AAC). International Journal of Computer Processing of Languages, 19(04), 225–237. doi:10.1142/S0219427906001438
   Google Scholar
• Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67–73. doi:10.1080/0743461031000112034
   Google Scholar
• Bean, A., Cargill, L., & Lyle, S. (2019). Framework for selecting vocabulary for preliterate children who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 28(3), 1000–1009. doi:10.1044/2019_AJSLP-18-0041
   PubMed Web of Science ®Google Scholar
• Balandin, S., & Iacono, T. (1999). Crews, wusses, and whoppas: Core and fringe vocabularies of Australian meal-break conversations in the workplace. Augmentative and Alternative Communication, 15(2), 95–109. doi:10.1080/07434619912331278605
   Google Scholar
• Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs. (5th ed.). Paul H. Brookes.
   Google Scholar
• Beukelman, D., McGinnis, J., & Morrow, D. (1991). Vocabulary selection in augmentative and alternative communication. Augmentative and Alternative Communication, 7(3), 171–185. doi:10.1080/07434619112331275883
   Google Scholar
• Beukelman, D., Jones, R., & Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5(4), 243–248. doi:10.1080/07434618912331275296
   Google Scholar
• Bloom, P. (2002). How children learn the meanings of words. MIT press.
   Google Scholar
• Boenisch, J., & Sachse, S. (2007). Sprachförderung von Anfang an. Zum Einsatz von Kern- und Randvokabular in der frühen Förderung. Unterstützte Kommunikation, 3, 12–20.
   Google Scholar
• Boenisch, J., & Soto, G. (2015). The oral core vocabulary of typically developing English-speaking school-aged children: Implications for AAC practice. Augmentative and Alternative Communication, 31(1), 77–84. doi:10.3109/07434618.2014.1001521
   PubMed Web of Science ®Google Scholar
• Bracken, B. A., & Crawford, E. (2010). Basic concepts in early childhood educational standards: A 50-state review. Early Childhood Education Journal, 37(5), 421–430. doi:10.1007/s10643-009-0363-7
   Google Scholar
• Brezina, V., & Gablasova, D. (2015). Is there a core general vocabulary? Introducing the new general service list. Applied Linguistics, 36(1), 1–22. doi:10.1093/applin/amt018
   Web of Science ®Google Scholar
• Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S. Y., Pascual, L., Pêcheux, M., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross‐linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75(4), 1115–1139. doi:10.1111/j.1467-8624.2004.00729.x
   PubMed Web of Science ®Google Scholar
• Carter, R. (1987). Is there a core vocabulary? Some implications for language teaching. Applied Linguistics, 8(2), 178–193. doi:10.1093/applin/8.2.178
   Web of Science ®Google Scholar
• Choi, S., & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22(3), 497–529. doi:10.1017/S0305000900009934
   PubMed Web of Science ®Google Scholar
• Cooper, B., Muñoz, T., & Soto, G. (2023). Language and vocabulary features of AAC. In N. Hall, J. Juengling-Sudkamp, M. L. Gutmann, & E. R. Cohn (Eds.), Fundamentals of AAC: A case-based approach to enhancing communication. (Chapter 7, pp. 89–103). Plural Publishing, Inc.
   Google Scholar
• Crestani, C. A. M., Clendon, S. A., & Hemsley, B. (2010). Words needed for sharing a story: Implications for vocabulary selection in augmentative and alternative communication. Journal of Intellectual & Developmental Disability, 35(4), 268–278. doi:10.3109/13668250.2010.513966
   PubMed Web of Science ®Google Scholar
• Dada, S., Murphy, Y., & Tönsing, K. (2017). Augmentative and alternative communication practices: A descriptive study of the perceptions of South African speech-language therapists. Augmentative and Alternative Communication), 33(4), 189–200. doi:10.1080/07434618.2017.1375979
   PubMed Web of Science ®Google Scholar
• Demuth, K. (1992). The acquisition of Sesotho. In D. Slobin (Ed.). The crosslinguistic study of language acquisition. (pp. 557–638). Psychology Press.
   Google Scholar
• Díaz, M. F. L., Fonseca, Á. M. G., Bohórquez, D. M. G., Guechá, C. M., & Sellabona, E. S. (2011). Normativización del inventario del desarrollo comunicativo MacArthur-Bates al Español, Colombia (Standardization of the MacArthur-Bates Communicative Development Inventory to Spanish, Colombia). Revista Latinoamericana de Psicología, 43, 241–254.
   Google Scholar
• Drewes, A. A. (2005). Play in selected cultures: Diversity and universality. In E. Gil & A. A. Drewes (Eds.), Cultural issues in play therapy. (pp. 26–71). The Guilford Press.
   Google Scholar
• Eberhard, D. M., Simons, G. F. & Fennig, C. D. (Eds.) (2022). Ethnologue: Languages of the World (25th ed.) SIL International. Online version: http://www.ethnologue.com
   Google Scholar
• Eisenberg, S. L. (2020). Using general language performance measures to assess grammar learning. Topics in Language Disorders, 40(2), 135–148. doi:10.1097/TLD.0000000000000214
   Web of Science ®Google Scholar
• Fallon, K. A., Light, J. C., & Paige, T. K. (2001). Enhancing vocabulary selection for preschoolers who require augmentative and alternative communication (AAC). American Journal of Speech-Language Pathology, 10, 8–94.
   Web of Science ®Google Scholar
• Francis, W. (1990). Clinical and research issues of vocabulary lists: Comments on Yorkston, Dowden, Honsinger, Marriner and Smith (1988). Augmentative and Alternative Communication, 6(4), 275–276. doi:10.1080/07434619012331275564
   Google Scholar
• Frick, B. J., Bean, A. F., & Sonntag, A. M. (2022). Multicultural considerations in augmentative and alternative communication. Assistive Technology: The Official Journal of RESNA, 1–16. doi:10.1080/10400435.2022.2108931
   PubMed Web of Science ®Google Scholar
• Fried-Oken, M., & More, L. (1992). An initial vocabulary for nonspeaking preschool children based on developmental and environmental language sources. Augmentative and Alternative Communication, 8(1), 41–56. doi:10.1080/07434619212331276033
   Google Scholar
• Goddard, C. (2001). Lexico-semantic universals: A critical overview. Linguistic Typology, 5(1), 1–65. doi:10.1515/lity.5.1.1
   Google Scholar
• Goddard, C. (2011). The lexical semantics of language (with special reference to words). Language Sciences, 33(1), 40–57. doi:10.1016/j.langsci.2010.03.003
   Web of Science ®Google Scholar
• Goddard, C. (2012). Conceptual primes in early language development. In M. Pütz, S. Niemeier and R. Divern (Eds.), Applied cognitive linguistics I: Theory and Language Acquisition. (pp. 193–227). Mouton de Gruyter.
   Google Scholar
• Goddard, C., & Wierzbicka, A. (1994). Semantic and lexical universals: Theory and empirical findings. John Benjamins Publishing Co.
   Google Scholar
• Goddard, C., & Wierzbicka, A. (2007). Semantic primes and cultural scripts in language learning and intercultural communication. In G. Palmer and F. Sharifian (Eds.), Applied cultural linguistics: Implications for second language learning and intercultural communication. (pp. 105–124). John Benjamin.
   Google Scholar
• Goddard, C., & Wierzbicka, A. (2014). Semantic fieldwork and lexical universals. Studies in Language, 38(1), 80–127. doi:10.1075/sl.38.1.03god
   Web of Science ®Google Scholar
• Hadley, P. A., Rispoli, M., & Hsu, N. (2016). Toddlers’ verb lexicon diversity and grammatical outcomes. Language, Speech, and Hearing Services in Schools, 47(1), 44–58. doi:10.1044/2015_LSHSS-15-0018
   PubMed Web of Science ®Google Scholar
• Hattingh, D., & Tönsing, K. M. (2020). The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities. The South African Journal of Communication Disorders = Die Suid-Afrikaanse Tydskrif Vir Kommunikasieafwykings, 67(1), e1–e8. doi:10.4102/sajcd.v67i1.701
   PubMed Web of Science ®Google Scholar
• Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.
   Google Scholar
• James, S. L., & Seebach, M. A. (1982). The pragmatic function of children’s questions. Journal of Speech and Hearing Research, 25(1), 2–11. doi:10.1044/jshr.2501.02
   PubMedGoogle Scholar
• Kilgarriff, A., Charalabopoulou, F., Gavrilidou, M., Johannessen, J. B., Khalil, S., Johansson Kokkinakis, S., Lew, R., Sharoff, S., Vadlapudi, R., & Volodina, E. (2014). Corpus-based vocabulary lists for language learners for nine languages. Language Resources and Evaluation, 48(1), 121–163. doi:10.1007/s10579-013-9251-2
   Web of Science ®Google Scholar
• Kim, J., & Han, K. (2016). Core vocabulary of preschool children with or without disabilities for augmentative and alternative communication. The Journal of Special Education (Korean), 18, 185–213.
   Google Scholar
• Kim, Y. J., & Slobin, D. (1997). The acquisition of Korean. In D. Slobin (Ed.), The crosslinguistic study of language acquisition: Volume. 4 (pp. 335–443). Psychology Press.
   Google Scholar
• King, M. R., & Soto, G. (2022). Code-switching using aided AAC: Toward an integrated theoretical framework. Augmentative and Alternative Communication, 38(1), 67–76. doi:10.1080/07434618.2022.2051603
   PubMed Web of Science ®Google Scholar
• Kosch, I. M. (2006). Topics in morphology in the African language context. (1st ed.). UNISA Press.
   Google Scholar
• Laubscher, E., & Light, J. (2020). Core vocabulary lists for young children and considerations for early language development: A narrative review. Augmentative and Alternative Communication, 36(1), 43–53. doi:10.1080/07434618.2020.1737964
   PubMed Web of Science ®Google Scholar
• Levisen, C., & Aragón, K. (2017). Lexicalization patterns in core vocabulary. In P. Bakker, F. Borchsenius, C. Levisen and E. Sippola (Eds.), Creole Studies–Phylogenetic Approaches., (pp. 315–344). John Benjamins Publishing Co.
   Google Scholar
• Liu, C., & Sloane, Z. (2006). Developing a core vocabulary for a Mandarin Chinese AAC system using word frequency data. International Journal of Computer Processing of Languages, 19(04), 285–300. doi:10.1142/S0219427906001530
   Google Scholar
• Lonsdale, D., & Le Bras, Y. (2009). A frequency dictionary of French: Core vocabulary for learners. Routledge.
   Google Scholar
• Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P. E., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, K. J., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., … Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), 1154–1177. doi:10.3758/s13428-015-0636-6
   PubMed Web of Science ®Google Scholar
• Mariscal, S., López-Ornat, S., Gallego, C., Gallo, P., Karousou, A., & Martinez, M. (2007). La evaluación del desarrollo comunicativo y lingüístico mediante la versión española de los inventarios MacArthur-Bates [Evaluation of communicative and linguistic development using the Spanish version of the MacArthur-Bates inventories]. Psicothema, 19(2), 190–197.
   PubMedGoogle Scholar
• Marvin, C., Beukelman, D., & Bilyeu, D. (1994). Vocabulary-use patterns in preschool children: Effects of context and time sampling. Augmentative and Alternative Communication, 10(4), 224–236. doi:10.1080/07434619412331276930
   Google Scholar
• McCarthy, M. (1990). Vocabulary. Oxford University Press.
   Google Scholar
• McCarthy, J. H., Schwarz, I., & Ashworth, M. (2017). The availability and accessibility of basic concept vocabulary in AAC software: A preliminary study. Augmentative and Alternative Communication, 33(3), 131–138. doi:10.1080/07434618.2017.1332685
   PubMed Web of Science ®Google Scholar
• Mngomezulu, J. R. (2017). Determining an AAC core vocabulary for Zulu-speaking preschool children (Doctoral dissertation, University of Pretoria)
   Google Scholar
• Mngomezulu, J., Tönsing, K. M., Dada, S., & Bokaba, N. B. (2019). Determining a Zulu core vocabulary for children who use augmentative and alternative communication. Augmentative and Alternative Communication, 35(4), 274–284. doi:10.1080/07434618.2019.1692902
   PubMed Web of Science ®Google Scholar
• Mothapo, N. R., Tönsing, K. M., & Morwane, R. E. (2021). Determining the core vocabulary used by Sepedi-speaking children during regular preschool activities. International Journal of Speech-Language Pathology, 23(3), 295–304. doi:10.1080/17549507.2020.1821774
   PubMed Web of Science ®Google Scholar
• Mukati, A. S. (2013). Identifying Core Vocabulary for Urdu Language Speakers Using Augmentative Alternative Communication (Doctoral dissertation, Howard University)
   Google Scholar
• Murray, J., Lynch, Y., Meredith, S., Moulam, L., Goldbart, J., Smith, M., Randall, N., & Judge, S. (2019). Professionals’ decision-making in recommending communication aids in the UK: Competing considerations. Augmentative and Alternative Communication, 35(3), 167–179. doi:10.1080/07434618.2019.1597384
   PubMed Web of Science ®Google Scholar
• Nava, A., & Pedrazzini, L. (2012). The general service list: Vocabulary selection beyond frequency. In R. Fachinetti (ed.), A cultural journey through the English lexicon. (pp. 265–282). Cambridge Scholars Publishing.
   Google Scholar
• Onwi, N. (2014). Preliminary Study of Validating Vocabulary Selection and Organization of a Manual Communication Board in Malay (Doctoral dissertation, University of Pittsburgh)
   Google Scholar
• Onwuegbuzie, A. J., & Weinbaum, R. (2017). A framework for using qualitative comparative analysis for the review of the literature. The Qualitative Report, 22(2), 359–372. doi:10.46743/2160-3715/2017.2175
   Web of Science ®Google Scholar
• Prinsloo, D. J. (2016). Critical analysis of multilingual dictionaries. Lexikos, 26(1), 220–240. https://hdl.handle.net/10520/EJC198237 doi:10.5788/26-1-1351
   Google Scholar
• Richter, L. M., & Morrell, R. (2008). Fathering: The role of men in raising children in Africa – holding up the other half of the sky. In M. Garcia, A., Pence, & J. L. Evans (Eds.), Africa’s future, Africa’s challenge: Early childhood care and development in sub-Saharan Africa. (pp. 151–166). World Bank.
   Google Scholar
• Robillard, M., Mayer-Crittenden, C., Minor-Corriveau, M., & Bélanger, R. (2014). Monolingual and bilingual children with and without primary language impairment: Core vocabulary comparison. Augmentative and Alternative Communication, 30(3), 267–278. doi:10.3109/07434618.2014.921240
   PubMed Web of Science ®Google Scholar
• Rojas Nieto, C. (2003). Early acquisition of Spanish verb inflexion. A usage-based account. Psychology of Language and Communication, 7, 17–36.
   Google Scholar
• Savaldi-Harussi, G., & Uziel, S. (2023). Frequency of word use by Hebrew preschoolers: Implications for AAC core vocabulary. Augmentative and Alternative Communication, 39(2), 123–134. doi:10.1080/07434618.2023.2210671
   PubMed Web of Science ®Google Scholar
• Semmler, B. J. F., Bean, A., & Wagner, L. (2023). Examining core vocabulary with language development for early symbolic communicators. International Journal of Speech-Language Pathology, 1–10. doi:10.1080/17549507.2022.2162126
   Web of Science ®Google Scholar
• Shailat, P., Mainess, K., & Becerra, B. (2022). L1 and L2 semantic priming effects on L2 picture naming and expressive vocabulary in children. Journal of Second and Multiple Language Acquisition-JSMULA, 10, 315–333
   Google Scholar
• Sharoff, S., Umanskaya, E., & Wilson, J. (2014). A frequency dictionary of Russian: Core vocabulary for learners. Routledge.
   Google Scholar
• Shi, R., Werker, J. F., & Cutler, A. (2006). Recognition and representation of function words in English- learning infants. Infancy, 10(2), 187–198. doi:10.1207/s15327078in1002_5
   Web of Science ®Google Scholar
• Shin, S., & Hill, K. (2016). Korean word frequency and commonality study for augmentative and alternative communication. International Journal of Language & Communication Disorders, 51(4), 415–429. doi:10.1111/1460-6984.12218
   PubMed Web of Science ®Google Scholar
• Slobin, D. (1985). The crosslinguistic study of language acquisition. Taylor and Francis.
   Google Scholar
• Soto, G., & Clarke, M. T. (2017). Effects of a conversation-based intervention on the linguistic skills of children with motor speech disorders who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980–1998. doi:10.1044/2016_JSLHR-L-15-0246
   PubMed Web of Science ®Google Scholar
• Soto, G., & Cooper, B. (2021). An early Spanish vocabulary for children who use AAC: Developmental and linguistic considerations. Augmentative and Alternative Communication, 37(1), 64–74. doi:10.1080/07434618.2021.1881822
   PubMed Web of Science ®Google Scholar
• Soto, G., & King, M. (2022). Culturally and linguistically responsivity in AAC. In N. Hall, J. Juengling-Sudkamp, M. L. Gutmann, & E. R. Cohn (Eds.), Fundamentals of AAC: A case-based approach to enhancing communication. (pp. 77–87). Plural Publishing, Inc.
   Google Scholar
• Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication. Augmentative and Alternative Communication, 30(1), 83–92. doi:10.3109/07434618.2013.878751
   PubMed Web of Science ®Google Scholar
• Soto, G., Clarke, M. T., & Savaldi-Harussi, G. (in press). Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication. doi:10.1080/07434618.2023.2237108
   Web of Science ®Google Scholar
• Thistle, J. J., & Wilkinson, K. M. (2015). Building evidence-based practice in AAC display design for young children: Current practices and future directions. Augmentative and Alternative Communication, 31(2), 124–136. doi:10.3109/07434618.2015.1035798
   PubMed Web of Science ®Google Scholar
• Tomasello, M. (1992). First Verbs: A Case Study of Early Grammatical Development. Cambridge University Press.
   Google Scholar
• Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
   Google Scholar
• Tomasello, M. E., & Bates, E. E. (2001). Language development: The essential readings. Blackwell Publishers Ltd.
   Google Scholar
• Tönsing, K. M., & Soto, G. (2020). Multilingualism and augmentative and alternative communication: Examining language ideology and resulting practices. Augmentative and Alternative Communication, 36(3), 190–201. doi:10.1080/07434618.2020.1811761
   PubMed Web of Science ®Google Scholar
• Trembath, D., Balandin, S., & Togher, L. (2007). Vocabulary selection for Australian children who use augmentative and alternative communication. Journal of Intellectual & Developmental Disability, 32(4), 291–301. doi:10.1080/13668250701689298
   PubMed Web of Science ®Google Scholar
• Tsai, M. J. (2023). Core vocabulary for AAC practice from Mandarin Chinese-speaking Taiwanese without disabilities. Augmentative and Alternative Communication, 39(2), 73–83. doi:10.1080/07434618.2023.2199855
   PubMed Web of Science ®Google Scholar
• Uys, C. J. E., & Harty, M. (2007). Narrowing the gap: Using aided language stimulation (ALS) in the inclusive classroom. South African Journal of Occupational Therapy, 37, 29–33. doi:10.1177/000271625932400107
   Google Scholar
• Ward, H., King, M., & Soto, G. (2023). Augmentative and alternative communication services for emergent bilinguals: Perspectives, practices, and confidence of speech-language pathologists. American Journal of Speech-Language Pathology, 32(3), 1212–1235. doi:10.1044/2023_AJSLP-22-00295
   PubMed Web of Science ®Google Scholar
• West, M. (1937). The present position in vocabulary selection for foreign language teaching. The Modern Language Journal, 21(6), 433–437. doi:10.2307/317364
   Google Scholar
• Whitton, M. (1995). Lost for words? Vocabulary selection for communication aids. International Journal of Language & Communication Disorders, 30(S1), 594–602. doi:10.1111/j.1460-6984.1995.tb01761.x
   Google Scholar
• Wierzbicka, A. (1972). Semantic Primes. Athenäum.
   Google Scholar
• Wierzbicka, A. (1984). Apples are not a ‘kind of fruit’: The semantics of human categorization. American Ethnologist, 11(2), 313–328. doi:10.1525/ae.1984.11.2.02a00060
   Web of Science ®Google Scholar
• Wierzbicka, A. (1985). Different cultures, different languages, different speech acts: Polish vs. English. Journal of Pragmatics, 9(2-3), 145–178. doi:10.1016/0378-2166(85)90023-2
   Web of Science ®Google Scholar
• Wierzbicka, A. (1996). Semantics: Primes and universals. Oxford University Press, UK.
   Google Scholar
• Wierzbicka, A. (2004). Preface: Bilingual lives, bilingual experience. Journal of Multilingual and Multicultural Development, 25(2–3), 94–104. doi:10.1080/01434630408666523
   Google Scholar
• Wierzbicka, A. (2005). Universal human concepts as a tool for exploring bilingual lives. International Journal of Bilingualism, 9(1), 7–26. doi:10.1177/13670069050090010201
   Google Scholar
• Wierzbicka, A. (2020). Universal semantic principles, fifty years later. Invited lecture for the International Summit on Languages and Migration in a Globalized World. RUDN University.
   Google Scholar
• Wofford, M. C., Ogletree, B. T., & De Nardo, T. (2022). Identity-focused practice in augmentative and alternative communication services: A framework to support the intersecting identities of individuals with severe disabilities. American Journal of Speech-Language Pathology, 31(5), 1933–1948. doi:10.1044/2022_AJSLP-21-00397
   PubMed Web of Science ®Google Scholar
• Yorkston, K., Dowden, P., Honsinger, M., Marriner, N., & Smith, K. (1988). A comparison of standard and user vocabulary lists. Augmentative and Alternative Communication, 4(4), 189–210. doi:10.1080/07434618812331274807
   Google Scholar
• Youn, H., Sutton, L., Smith, E., Moore, C., Wilkins, J. F., Maddieson, I., Croft, W., & Bhattacharya, T. (2016). On the universal structure of human lexical semantics. Proceedings of the National Academy of Sciences of the United States of America, 113(7), 1766–1771. doi:10.1073/pnas.1520752113
   PubMed Web of Science ®Google Scholar