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

By Kathy Hirsh-Pasek

Phrases are the construction blocks of language. An knowing of the way phrases are discovered is hence relevant to any idea of language acquisition. even though there was a surge in our figuring out of kid's vocabulary progress, theories of observe studying concentration totally on item nouns. be aware studying theories needs to clarify not just the educational of item nouns, but in addition the educational of different, significant sessions of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they make certain the sentence's argument constitution. Researchers during the international realize how our figuring out of language acquisition should be at most sensible partial if we can't understand how verbs are discovered. This quantity enters the fairly uncharted waters of early verb studying, concentrating on the common, conceptual foundations for verb studying, and the way those foundations intersect with the burgeoning language approach.

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But does sentential transitivity signal causation to children because they interpret input that way or because they expect transitivity and causation to be linked across languages? To disentangle this issue, Lidz focused on the language Kannada, spoken in India. Kannada provides an excellent test case because it has a reliable morphemic marker that indicates causation. , transitivity) and not on the morphology that signaled causation more reliability than the syntax! Lidz concludes that some aspects of syntax to semantic mappings need not be learned.

By investigating this question, we enhance our understanding of the building blocks of language and develop new ways to assess key aspects of language growth. The chapters in this volume provide preliminary answers from a number of different perspectives and involving a number of different causal factors in interaction. Despite the fact that Shakespeare wrote in Hamlet, “suit the INTRODUCTION 23 action to the word, the word to the action,” the chapters in this volume show us that that is no simple task!

Child Development, 73, 93–109. , & Gleitman, L. R. (1985). Language and experience: Evidence from the blind child. Cambridge, MA: Harvard University Press. Langacker, R. W. (1987). Foundations of cognitive grammar: Vol. 1. Theoretical prerequisites. Stanford, CA: Stanford University Press. , Golinkoff, R. , & Tardif, T. (2006). A mental image is worth a thousand verbs: Imageability predicts verb learning. Manuscript in preparation. Maguire, M. , Hennon, E. , Golinkoff, R. , Slutzky, C. , & Sootsman, J.

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