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 realizing of ways phrases are realized is hence principal to any idea of language acquisition. even though there was a surge in our realizing 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 additionally the training of different, significant periods of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they be certain the sentence's argument constitution. Researchers in the course of the international realize how our knowing of language acquisition should be at top partial if we can't understand how verbs are realized. This quantity enters the particularly uncharted waters of early verb studying, targeting the common, conceptual foundations for verb studying, and the way those foundations intersect with the burgeoning language process.

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Extra info for Action Meets Word: How Children Learn Verbs

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In W. ), D. Kuhn & R. S. Siegler (Vol. ), Handbook of child psychology: Vol. 2. , pp. 575–630). New York: Wiley. Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. ), Language development: Vol. 2. Language, thought, and culture (pp. 301–334). Hillsdale, NJ: Lawrence Erlbaum. , & Boroditsky, L. (2001). Individuation, relativity and early word learning. In M. Bowerman & S. C. ), Language, culture, and cognition: Vol. 3. Language acquisition and conceptual development (pp.

The first section on finding verbs addresses the fundamental question of how children isolate verbs in the stream of speech. The second is the section on finding the actions in events. To learn verbs, children must be able to view an event and find its components. Until recently, there has been very little work on how adults, let alone children, parse events (but see Zacks & Tversky, 2001). This will soon be remedied with an edited collection on event perception (Shipley & Sacks, in press), as well as the present collection of chapters that probe infants’ understandings of the events that verbs label.

But in (2), while the same informative determiner is present, it is not immediately adjacent to the target word; in fact, there is no constraint on the number of words that can intercede. Monkey would not be correctly categorized in this case, and furry would be incorrectly grouped with other nouns. The problem is that informative contexts are not necessarily in the same relative positions to target words from utterance to utterance (or even within an utterance). How is a learner to know which contexts to pay attention to in any given situation?

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