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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 the way phrases are realized is therefore crucial to any idea of language acquisition. even though there was a surge in our knowing of kid's vocabulary development, theories of observe studying concentration totally on item nouns. be aware studying theories needs to clarify not just the educational of item nouns, but additionally the educational of different, significant sessions of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they confirm the sentence's argument constitution. Researchers during the global realize how our realizing of language acquisition may be at most sensible partial if we won't understand how verbs are realized. 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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Extra info for Action Meets Word: How Children Learn Verbs

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Consider struggling as a second language learner with a noun like politics compared to a word like pen. More instances of use, more surrounding linguistic context, and more computation of speaker and actor intentions would be necessary to learn the former than the latter term. Recent work also suggests that language itself may contribute to solving the mapping problem. When perceptually diverse objects and scenes are labeled with the same word, toddlers appear to interpret this as a cue that the items labeled are equivalent in some way as well (chapter 6; Balaban & Waxman, 1977; Waxman & Markow, 1995).

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). For verbs, the problem is not that the meanings cannot be recovered; clearly they can, since children eventually learn verbs. Rather, because of ambiguities inherent in verb-to-world mappings, learners apparently rely on structural information in the carrier utterance to focus them on the relevant aspects of the world.

New York: John Wiley & Sons. Mandler, J. (2004). The foundations of mind: Origins of conceptual thought. New York: Oxford University Press. , & Warrington, E. K. (1985). Category specificity in an agrammatic patient: The relative impairment of verb retrieval and comprehension. Neuropsychologia, 23, 709–727. , Golinkoff, R. , et al. (2003). Making a convincing argument: A cross-linguistic comparison of noun and verb learning in Japanese and English. Poster presented at the Boston University Conference on Language Development, Boston, MA.

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