The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
The third way in which the first words are learned is this: The idea and
the word appear almost simultaneously, as in onomatopoetic designations
and interjections. Absolutely original onomatopoetic words are very rare
with children, and have not been observed by me except after the
children already knew some words. The names of animals, _bow-wow_,
_moo-moo_, _peep-peep_ (bird), _hotto_ (horse), from the expression of
the carter, "hott-ho" ("_tt_," instead of _Haut_ (the skin), i. e.,
"left," in contrast with "aarr"--_Haar_, _Maehne_ (the mane)--i. e.,
"right"), are spoken for the child by the members of his family. Some
names of animals, like _kukuk_ (cuckoo), also _kikeriki_ (cock) and
_kuak_ (duck, frog), are probably formed often without having been heard
from others, only more indistinctly, by German, English (American), and
French children. _Ticktack_ (_tick-tick_) has also been repeated by a
boy of two years for a watch. On the other hand, _weo-weo-weo_ (German,
_[)u]io_) for the noise of winding a watch (observed by Holden in a boy
of two years) is original. _Huet_, as an unsuccessful imitation of the
locomotive-whistle by my boy of two and a half years, seems also
noteworthy as an onomatope independently invented, because it was used
daily for months in the same way merely to designate the whistle. The
voice of the hen, of the redstart, the creaking of a wheel, were
imitated by my child of his own accord long before he could speak a
word. But this did not go so far as the framing of syllables. It is not
easy in this to trace so clearly the framing of a concept as attaching
itself directly to onomatopoetic forms as it is in a case communicated
by Romanes. A child that was beginning to talk, saw and heard a duck on
the water, and said _quack_. Thereafter the child called, on the one
hand, all birds and insects, on the other hand, all liquids, _quack_.
Finally, it called all coins also _quack_, after having seen an eagle
on a French sou. Thus the child came, by gradual generalization, to the
point of designating a fly, wine, and a piece of money by the same
onomatopoetic word, although only the first perception contained the
characteristic that gave the name.
Public-domain text, read in full here on John Shaqi.
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