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

By Kathy Hirsh-Pasek

ISBN-10: 0195170008

ISBN-13: 9780195170009

ISBN-10: 1429402849

ISBN-13: 9781429402842

Phrases are the development blocks of language. An realizing of ways phrases are realized is therefore imperative to any concept of language acquisition. even though there was a surge in our realizing of kid's vocabulary progress, theories of observe studying concentration totally on item nouns. observe studying theories needs to clarify not just the training of item nouns, but in addition the training of alternative, significant sessions of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they confirm the sentence's argument constitution. Researchers in the course of the global realize how our realizing of language acquisition may be at most sensible partial if we won't understand how verbs are discovered. This quantity enters the particularly 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 method.

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Additional info for Action Meets Word: How Children Learn Verbs

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M. (1993). How infants perceive a simple causal event. Developmental Psychology, 29, 421–433. Dromi, E. (1987). Early lexical development. Cambridge: Cambridge University Press. , Dale, P. , Reznick, J. , & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59 (5, Serial No. 242). Fisher, C. (1996). Structural limits on verb mapping: The role of analogy in children’s interpretations of sentences. Cognitive Psychology, 31, 41–81.

Journal of Child Language, 22, 325–343. Pruden, S. , Maguire, M. , & Meyer, M. A. (2004). Foundations of verb learning: Infants form categories of path and manner in motion events. In A. Burgos, L. Micciulla, & C. E. ), Proceedings of the 28th Annual Boston University Conference on Language Development (pp. 461–472). Somerville, MA: Cascadilla Press. , Sootsman, J. , Golinkoff, R. , & Hirsh-Pasek, K. (2003). The role of lexical knowledge in nonlinguistic event processing: English-speaking infants’ attention to manner and path.

They created actions that were only distinct by whether they appeared to be accidental or on purpose. Children noted this distinction in their verb learning (see also chapters 8 and 11). Furthermore, to learn verbs like think, believe, and promise and use them as adults do, children must have a theory of mind, or the computation of these verbs’ meanings would not hit the mark. In addition, many verbs turn on intention for their meanings. Verbs such as spill and pour, and slide and slip, label actions that look remarkably similar but are distinguished mainly by whether they were performed with or without intention.

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


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