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Download Action Meets Word: How Children Learn Verbs by Kathy Hirsh-Pasek PDF

By Kathy Hirsh-Pasek

Phrases are the development blocks of language. An knowing of ways phrases are discovered is hence critical to any concept of language acquisition. even supposing there was a surge in our knowing of kid's vocabulary progress, theories of note studying concentration totally on item nouns. observe studying theories needs to clarify not just the training of item nouns, but additionally the training of alternative, significant sessions of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they ensure the sentence's argument constitution. Researchers during the global realize how our realizing of language acquisition might be at most sensible partial if we won't understand how verbs are realized. This quantity enters the quite uncharted waters of early verb studying, targeting the common, conceptual foundations for verb studying, and the way those foundations intersect with the burgeoning language process.

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Additional info for Action Meets Word: How Children Learn Verbs

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New York: Wiley. Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. ), Language development: Vol. 2. Language, thought, and culture (pp. 301–334). Hillsdale, NJ: Lawrence Erlbaum. , & Boroditsky, L. (2001). Individuation, relativity and early word learning. In M. Bowerman & S. C. ), Language, culture, and cognition: Vol. 3. Language acquisition and conceptual development (pp. 215–256). New York: Cambridge University Press. , & Lederer, A.

According to Pinker, aspects of the meaning of an utterance—who and what are being talked about—are transparent to learners even before they have acquired much knowledge of the vocabulary and structure particular to their language. , that it is used to refer to an action). , as a verb). ). One problematic aspect of semantic bootstrapping that has been discussed extensively in the literature has to do with the difficulty of identifying the meaning, and thus the semantic category, of unknown words, especially verbs (for example, see Gillette, Gleitman, Gleitman, & Lederer, 1999; Gleitman, 1990).

1983). Emergence of action categories in the child: Evidence from verb meanings. Psychological Review, 90, 72–93. , & Okada, H. (2005). Mapping novel nouns and verbs onto dynamic action events: Are verb meanings easier to learn than noun meanings for Japanese children? Child Development, 76(2), 340–356. , & Gutierrez-Clellen, V. (1993). Early lexical development in Spanish-speaking infants and toddlers. Journal of Child Language, 20, 523–549. Jusczyk, P. (1997). The discovery of spoken language.

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