Verb Concepts in Child Language PDF Download
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Author: Richard Weist
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 136
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Book Description
Author: Richard Weist
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 136
Get Book Here
Book Description
Author: Kathy Hirsh-Pasek
Publisher: Oxford University Press
ISBN: 0199753717
Category : Language Arts & Disciplines
Languages : en
Pages : 605
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Book Description
Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume represents a proliferation of research on the frontier of early verb learning, enhancing our understanding of the building blocks of language and considering new ways to assess key aspects of language growth.
Author: Melissa Bowerman
Publisher: BRILL
ISBN: 9004362827
Category : Language Arts & Disciplines
Languages : en
Pages : 249
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Book Description
In her Beijing lectures, Melissa Bowerman presents a lucid introduction and account of her research on a range of topics: how children acquire the semantics of spatial terms, how they construct categories and acquire the semantics of nouns, and how they master the semantics of verbs in early language acquisition. Bowerman also covers the learning of argument structure and expressions of end-state, with special attention to the adult speech that guides children, and hence also the role of typology in acquisition; how cross-linguistic variation affects, for example, how speakers represent ‘cutting’ and ‘breaking’ in different languages, and the relation of the Whorfian Hypothesis to cross-linguistic variations in the semantics of languages. Bowerman’s over-riding concern throughout is with how children come to master the first language being spoken to them by their parents and caregivers.
Author: George Hollich
Publisher: Wiley-Blackwell
ISBN: 9780631221548
Category : Psychology
Languages : en
Pages : 150
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Book Description
How do children learn their first words? The field of language development has been polarized by responses to this question. Explanations range from accounts that emphasize the importance of cognitive heuristics in language acquisition, to those that highlight the role of "dumb attentional mechanisms" in word learning. This monograph offers an alternative to these accounts. A hybrid view of word-learning, called the emergentist coalition theory, combines cognitive constraints, social-pragmatic factors, and global attentional mechanisms to arrive at a balanced account of how children construct principles of word learning. In twelve experiments, with children ranging from 12 to 25 months of age, data are described that support the emergentist coalition theory.
Author: Michael Tomasello
Publisher: Psychology Press
ISBN: 1317781813
Category : Language Arts & Disciplines
Languages : en
Pages : 465
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Book Description
Most research on children's lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children's emerging grammatical competence. The contributors to this book investigate: * children's earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items that children learn and use.
Author: Melissa Bowerman
Publisher: Cambridge University Press
ISBN: 9780521593588
Category : Language Arts & Disciplines
Languages : en
Pages : 276
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Book Description
Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
Author: Paul Bloom
Publisher: MIT Press
ISBN: 9780262523295
Category : Psychology
Languages : en
Pages : 324
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Book Description
How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Author: Laurence B. Leonard
Publisher: MIT Press
ISBN: 9780262621366
Category : Language Arts & Disciplines
Languages : en
Pages : 358
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Book Description
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
Author: Jane B. Childers
Publisher: Springer Nature
ISBN: 3030355942
Category : Psychology
Languages : en
Pages : 268
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Book Description
This book examines the role of experience-based learning on children’s acquisition of language and concepts. It reviews, compares, and contrasts accounts of how the opportunity to recognize and generalize patterns influences learning. The book offers the first systematic integration of three highly influential research traditions in the domains of language and concept acquisition: Statistical Learning, Structural Alignment, and the Bayesian learning perspective. Chapters examine the parameters that constrain learning, address conditions that optimize learning, and offer explanations for cases in which implicit exemplar-based learning fails to occur. By exploring both the benefits and challenges children face as they learn from multiple examples, the book offers insight on how to better able to understand children’s early unsupervised learning about language and concepts. Topics featured in this book include: Competing models of statistical learning and how learning might be constrained by infants’ developing cognitive abilities. How experience with multiple exemplars helps infants understand space and other relations. The emergence of category-based inductive reasoning during infancy and early childhood. How children learn individual verbs and the verb system over time. How statistical learning leads to aggregation and abstraction in word learning. Mechanisms for evaluating others’ reliability as sources of knowledge when learning new words. The Search for Invariance (SI) hypothesis and its role in facilitating causal learning. Language and Concept Acquisition from Infancy Through Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early child development, applied linguistics, language education, child, school, and developmental psychology and related mental health and education services.
Author: Dagmar Bittner
Publisher: Walter de Gruyter
ISBN: 3110899833
Category : Language Arts & Disciplines
Languages : en
Pages : 465
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Book Description
The volume deals with the emergence of verb morphology in children during their second and early third year of life from a cross-linguistic perspective. It covers 15 contributions - each analyzing one single language - based on parallel longitudinal investigations of children with parallel methodology and macrostructure in representation. The main question addressed is: How do children detect morphology and construct first subsystems of verbal inflection? The focus lies on the transition from a premorphological phase to a protomorphological phase. The main proposal consists in the concept of miniparadigms and of their relation to morpho-syntactic developments in early first language acquisition.
