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

By Kathy Hirsh-Pasek

Phrases are the construction blocks of language. An realizing of the way phrases are realized is therefore critical to any thought of language acquisition. even if there was a surge in our knowing of kid's vocabulary development, theories of be aware studying concentration totally on item nouns. be aware 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 ascertain the sentence's argument constitution. Researchers during the global realize how our figuring out of language acquisition could be at top partial if we won't understand how verbs are discovered. This quantity enters the really 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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As is very clear from our review of the chapters in this volume, substantial progress has been made in the study of verb learning. Indeed, it can be argued that collectively we have conceptualized the study of verb learning in a far more diverse and empirically grounded way than in 1995 when TM’s work was published. 20 INTRODUCTION Given the wealth of current research we are finally in a position to offer a more coherent—although preliminary—treatment of the field. In examining the chapters here, there appear to be four new trends worthy of discussion.

This then leads to the question of how children find the grammatical subject to begin with. Fisher and Song suggest that there are a number of cues to sentence subject (such as agency, animacy, and first or second person), which provide probabilistic links between form and meaning. Just as these patterns show up “as powerful tendencies” in English, other, related patterns may show up in other languages. In sum, the identification of sentence subject by whatever means may influence verb interpretation in important ways.

Discuss in chapters 4 and 6. Choi’s work is directed at understanding the kinds of spatial categories that are formed preverbally and how these interact with the language-specific semantic categories that will later be expressed as either verbs (in Korean) or prepositions (in English). Choi’s data bear on the question of whether there is a universal conceptual core. To address these fundamental issues, Choi used the intermodal preferential looking paradigm (Golinkoff, Hirsh-Pasek, Cauley, & Gordon, 1987; Hirsh-Pasek & Golinkoff, 1996) with Korean- and English-reared babies of various ages.

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