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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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A Unified Theory of Word Learning: Putting Verb Acquisition in Context

A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Chapter:
(p.364) 14 A Unified Theory of Word Learning: Putting Verb Acquisition in Context
Source:
Action Meets Word
Author(s):

Mandy J. Maguire

Kathy Hirsh-Pasek

Roberta Michnick Golinkoff

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195170009.003.0015

This chapter expands a broad-based developmental theory of word learning (the emergentist coalition model [ECM]) to illuminate how children acquire language with a specific focus on verb acquisition. In so doing, it demonstrates how the theory of word learning originally developed for the understanding of noun learning can encompass the study of verbs. It also explains a persistent paradox in verb learning — why some verbs appear early even though the class of verbs is generally hard to master.

Keywords:   word learning, verb acquisition, emergentist coalition model

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