By the age of eight, there is a significant increase in abstract words in the child's lexicon. A crucial contribution can be seen in the linguistic input, i.e. the way how abstract words are presented by caregivers by means of linguistic perspectivation and emotionalization. Following an interactionist way, we were interested in how the semantics of abstract words is constructed by child and caregiver in duet. We focused on a subset of abstract words and studied the acquisition of meaning of the religious concept mercy. We expected religious words to be emotionally anchored and presented with perspectivation, both contributing to learning. Exploring the dialogic constructions, we investigated eight 7- to 8-year olds and their parents during dialogic reading and studied their strategies focusing on the linguistic means of emotionalization and perspectivation in contextualizing the word. In a subsequent test, we analysed these means used by the children and assessed their individual understanding of mercy. Our analyses indicate that during reading, the enrichment of semantics by emotionalization was related between child and caregiver, whereas cross-situationally, a simultaneous enrichment of emotionalization and perspectivation was present. Moreover, the children demonstrated a conceptual understanding of mercy in religious contexts, but not in secular contexts. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
Keywords: abstract words; contextualization; emotional valence; perspectivation; religious words.