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Action Meets WordHow children learn verbs$
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Kathryn A. Hirsh-Pasek and Roberta M. Golinkoff

Print publication date: 2006

Print ISBN-13: 9780195170009

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195170009.001.0001

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Verbs at the Very Beginning: Parallels Between Comprehension and Input

Verbs at the Very Beginning: Parallels Between Comprehension and Input

Chapter:
(p.336) 13 Verbs at the Very Beginning: Parallels Between Comprehension and Input
Source:
Action Meets Word
Author(s):

Letitia R. Naigles

Erika Hoff

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195170009.003.0014

This chapter addresses two questions concerning the ability to extend verb meanings past their attested instances. First, when in the course of verb learning do verb meanings become extendable? It presents new data concerning 1-year-olds' ability (as well as the lack thereof) to extend familiar verbs to new instances. Second, given that limits to extendability are observable early in verb acquisition, what are the causes of these limits in children's input? The chapter presents new data on the nature of children's verb input which suggests that children's early conservatism may indeed have its roots in how verbs are used by adults, but that these roots are neither direct nor transparent. Finally, data on children's early verb comprehension and experience are presented as an exploration which probes the limits of current methodology to answer these questions.

Keywords:   verbs, verb meanings, verb learning, familiar verbs

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