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There is various evidence from both the nature and nurture side of a child’s lexical development that makes it difficult to lean to only one side. According the nurture perspective, a child’s lexical development is largely guided through what they are able to hear, or stimulus from the environment. In the textbook, they share that often the child’s initial word is reflected by their life experience. Researchers claim that it is those children who are exposed to more vocal speech, both in quantity and in quality that they are able to produce a more rapid rate of vocabulary development than those with less exposure to rich language (Hoff & Naigles, 2002; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991). Socioeconomic status (SES) can also have an effect on the development of a child’s vocabulary and lexical development, due to the frequency and quality of parent-child interactions. This is also evidence of how nurture supports a child’s lexical development. Mothers with high SES often speak more frequently to their offspring and use a wide range of vocabulary to interact with their offspring compared to mothers with lower SES (Hoff, 2006). Other studies indicate that the responsiveness that the mother gives the child can affect their language development as well (Tamis-LeMonda, Bornstein, Kahana-Kalman, Baumwell, & Cyphers, 1998; Tomasello & Todd, 1983). Therefore, nurture has a large effect on the lexical development of children. 
Evidence for how nature, or the internal development of a child’s mind, supports lexical development can be seen through the timing of lexical development across all ages. Word spurts, although variable in months, do occur around the 18 months in most children. The ability for children to develop this word spurt around the same time may be evidence from the textbook that children’s internal developmental processes may be similar. Word comprehension and word processing occurring in almost all children is also evidence that children have internal properties that work together in their lexical development. Although, they emerge at different rates and develop at different rates, their ability to develop lexical development is some indication that have similar natural processes.  Personality and temperament also affect lexical development, which is an internal process within a child’s mind and development. Research indicates that those with a more outgoing personality may produce more input within the brain, and therefore support their swift language development (Slomkowski, Nelson, Dunn, & Plomin, 1992).
I find it difficult to settle for one side, but I find nature more convincing than nurture. I find this side more convincing because of the evidence I have personally seen at my internship site, working with infants and toddlers. There are a few toddlers and infants who have shown such rapid rates of language development. Often giving the children time to explore their environment allows them to be an active participant of their own development, such as language development. My previous views of believing how much we mold how a child develops has been broken. Although, I do believe it takes a nurturing caregiver and parent to help foster a child’s lexical development, I have seen great evidence of how children have grown in their lexical development on my site through their own curiosity to explore the environment.

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