Action Meets Word: How Children Learn Verbs

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Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
Oxford University Press, Apr 6, 2006 - Psychology - 592 pages
Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume represents a proliferation of research on the frontier of early verb learning, enhancing our understanding of the building blocks of language and considering new ways to assess key aspects of language growth.

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Progress on the Verb Learning Front
Prerequisites to Verb Learning Finding the Verb
Prerequisites to Verb Learning Finding Actions in Events
When Action Meets Word Children Learn Their First Verbs
How Language Influences Verb Learning CrossLinguistic Evidence
Author Index
Subject Index

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About the author (2006)

Kathy Hirsh-Pasek is Stanley and Deborah Lefkowitz Professor of Psychology and Director of the Infant Language Laboratory at Temple University. Roberta Michnick Golinkoff is H. Rodney Sharp Professor in the School of Education and Departments of Psychology and Linguistics and Cognitive Science at the University of Delaware

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