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

By Kathy Hirsh-Pasek

Phrases are the development blocks of language. An realizing of ways phrases are discovered is therefore primary to any concept of language acquisition. even though there was a surge in our knowing of kid's vocabulary development, theories of note studying concentration totally on item nouns. note studying theories needs to clarify not just the educational of item nouns, but in addition the training of different, significant periods of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they ascertain the sentence's argument constitution. Researchers through the global realize how our knowing of language acquisition will be at top partial if we won't understand how verbs are discovered. This quantity enters the rather 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 process.

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Extra resources for Action Meets Word: How Children Learn Verbs

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Merriman, W. E. (1995). Beyond names for things: Young children’s acquisition of verbs. Hillsdale, NJ: Lawrence Erlbaum. , & Carey, S. (2005). Twelve-month-old infants represent probable endings of motion events. Infancy, 7, 73–84. Waxman, S. , & Klibanoff, R. S. (2000). The role of comparison in the extension of novel adjectives, Developmental Psychology, 36, 571–581. , & Markow, D. (1995). Words as invitations to form categories: Evidence from 12- to 13-month-old infants. Cognitive Psychology, 29, 257–302.

Theakston, A. , Lieven, E. V. , Pine, J. , & Rowland, C. F. (2002). ” Journal of Child Language, 29, 783–811. , & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press. Thompson, C. , Lange, K. , Schneider, S. , & Shapiro, L. P. (1997). Agrammatic and non-brain-damaged subjects’ verb and verb argument structure production. Aphasiology, 11, 473–490. Tomasello, M. (1995). Pragmatic contexts for early verb learning. In M. Tomasello & W.

Furthermore, actions can result in many spatial outcomes such as fitting tightly or loosely. The chapters that follow by Pulverman, Hirsh-Pasek, Golinkoff, Pruden, and Salkind; Casasola, Bhagwat, and Ferguson; and Choi fit beautifully with Mandler’s chapter as they investigate questions about children’s conceptual base prior to verb learning. The relationship between language and thought is a fundamental issue that runs through these chapters and one that will require a good deal more research to sort out.

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