By Kathy Hirsh-Pasek
Phrases are the construction blocks of language. An realizing of the way phrases are realized is hence vital to any idea of language acquisition. even supposing there was a surge in our figuring out of kid's vocabulary progress, theories of observe studying concentration totally on item nouns. be aware studying theories needs to clarify not just the training of item nouns, but in addition the educational of different, significant sessions of phrases - verbs and adjectives. Verbs shape the hub of the sentence simply because they make sure the sentence's argument constitution. Researchers in the course of the international realize how our realizing of language acquisition will be at top partial if we can't understand how verbs are realized. This quantity enters the rather uncharted waters of early verb studying, targeting the common, conceptual foundations for verb studying, and the way those foundations intersect with the burgeoning language method.
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Additional resources for Action Meets Word: How Children Learn Verbs
Sample text
Bowerman & S. C. ), Language acquisition and conceptual development (pp. 406–449). Cambridge: Cambridge University Press. Slobin, D. I. (2003). Language and thought online: Cognitive consequences of linguistic relativity. In D. Gentner & S. ), Advances in the investigation of language and thought (pp. 157–191). Cambridge, MA: MIT Press. , & Huttenlocher, J. (1995). Conceptual development and the child’s early words for events, objects, and persons. In M. Tomasello & W. E. ), Beyond names for things: Young children’s acquisition of verbs (pp.
Since, depending on the language, either verbs or prepositions are used to encode dynamic relations, she prefers to use the term relational words. Her review of the research from her own lab and others leads her to the conclusion that children are in possession of the foundations for verb learning by the end of the first year of life. By Mandler’s reading of the research, for example, infants know about the fact that actions are goal directed and related to other actions when actions are causal.
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. 215–256). New York: Cambridge University Press. , & Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135–176. Gleitman, L. (1990). Structural sources of verb meaning. Language Acquisition, 1, 3–55. , & Gleitman, H. (1992). A picture is worth a thousand words, but that’s the problem: The role of syntax in vocabulary acquisition.