Action Meets Word: How Children Learn Verbs
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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Prerequisites to Verb Learning Finding the Verb
Prerequisites to Verb Learning Finding Actions in Events
When Action Meets Word Children Learn Their First Verbs
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adults animacy argument behavior bootstrapping Boroditsky Bowerman Cambridge Casasola chapter chil Child Development Child Language children learn Chinese Choi Cognitive Psychology conceptual context cross-linguistic cues Developmental Psychology distributional early verb early word English Erlbaum evidence example experimenter factors familiar findings fluent speech frequent frames Gentner Gleitman Golinkoff grammatical Hirsh-Pasek Huttenlocher Imai infants input intentions interpretation intrinsic motion Japanese Journal of Child Jusczyk Korean label language acquisition language-specific learners learning verbs lexical lexical categories linguistic Mandarin Mandler mapping months of age motion events motion verbs Naigles nonce word noun learning nouns and verbs novel action novel noun novel objects novel verb novel word participants path patterns perceptual phonological Poulin-Dubois presented processing refer role segmentation semantic sentence structure suggest syntactic syntactic categories syntax Tardif target task tight-fit tion Tomasello transitive verbs types Tzeltal verb frame verb learning verb meanings vocabulary word learning young children