-
2
-
-
0001730887
-
Why are nouns learned before verbs: linguistic relativity versus natural partitioning
-
Kuczaj S.A. (Ed), Lawrence Erlbaum Associates
-
Gentner D. Why are nouns learned before verbs: linguistic relativity versus natural partitioning. In: Kuczaj S.A. (Ed). Language Development: Language, Thought and Culture Vol. 2 (1982), Lawrence Erlbaum Associates 301-334
-
(1982)
Language Development: Language, Thought and Culture
, vol.2
, pp. 301-334
-
-
Gentner, D.1
-
4
-
-
84970675922
-
A picture is worth a thousand words, but that's the problem: the role of syntax in vocabulary acquisition
-
Gleitman L.R., and Gleitman H. A picture is worth a thousand words, but that's the problem: the role of syntax in vocabulary acquisition. Cur. Dir. Psychol. Sci. 1 (1992) 31-35
-
(1992)
Cur. Dir. Psychol. Sci.
, vol.1
, pp. 31-35
-
-
Gleitman, L.R.1
Gleitman, H.2
-
5
-
-
33745029045
-
You can play 20 questions with nature and win: categorical versus coordinate spatial relations as a case study
-
Kosslyn S.M. You can play 20 questions with nature and win: categorical versus coordinate spatial relations as a case study. Neuropsychologia 44 (2006) 1519-1523
-
(2006)
Neuropsychologia
, vol.44
, pp. 1519-1523
-
-
Kosslyn, S.M.1
-
6
-
-
85047683827
-
Grounding spatial language in perception: an empirical and computational investigation
-
Regier T., and Carlson L.A. Grounding spatial language in perception: an empirical and computational investigation. J. Exp. Psychol. Gen. 130 (2001) 273-298
-
(2001)
J. Exp. Psychol. Gen.
, vol.130
, pp. 273-298
-
-
Regier, T.1
Carlson, L.A.2
-
7
-
-
0023285921
-
The eyes have it: lexical and syntactic comprehension in a new paradigm
-
Golinkoff R.M., et al. The eyes have it: lexical and syntactic comprehension in a new paradigm. J. Child Lang. 14 (1987) 23-45
-
(1987)
J. Child Lang.
, vol.14
, pp. 23-45
-
-
Golinkoff, R.M.1
-
9
-
-
84920470907
-
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press
-
(2006)
Action Meets Word: How Children Learn Verbs
-
-
-
10
-
-
4344682779
-
Language and thought online: cognitive consequences of linguistic relativity
-
Gentner D., and Goldin-Meadow S. (Eds), MIT Press
-
Slobin D.I. Language and thought online: cognitive consequences of linguistic relativity. In: Gentner D., and Goldin-Meadow S. (Eds). Advances in the Investigation of Language and Thought (2003), MIT Press 157-191
-
(2003)
Advances in the Investigation of Language and Thought
, pp. 157-191
-
-
Slobin, D.I.1
-
11
-
-
34548833846
-
Why verbs are hard to learn
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Gentner D. Why verbs are hard to learn. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 544-564
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 544-564
-
-
Gentner, D.1
-
12
-
-
4344706272
-
Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean and American English
-
Bornstein M., et al. Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean and American English. Child Dev. 75 (2004) 1115-1140
-
(2004)
Child Dev.
, vol.75
, pp. 1115-1140
-
-
Bornstein, M.1
-
13
-
-
47249132485
-
Novel noun and verb learning in Chinese, English, and Japanese children: universality and language-specificity in novel noun and verb learning
-
Imai M., et al. Novel noun and verb learning in Chinese, English, and Japanese children: universality and language-specificity in novel noun and verb learning. Child Dev. 79 (2008) 979-1000
-
(2008)
Child Dev.
, vol.79
, pp. 979-1000
-
-
Imai, M.1
-
14
-
-
0030348024
-
Lexical principles may underlie the learning of verbs
-
Golinkoff R.M., et al. Lexical principles may underlie the learning of verbs. Child Dev. 67 (1996) 3101-3119
-
(1996)
Child Dev.
, vol.67
, pp. 3101-3119
-
-
Golinkoff, R.M.1
-
15
-
-
34547160966
-
Are nouns easier to learn than verbs? Three experimental studies
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Childers J.B., and Tomasello M. Are nouns easier to learn than verbs? Three experimental studies. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 311-335
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 311-335
-
-
Childers, J.B.1
Tomasello, M.2
-
16
-
-
0032199235
-
Acquisition of word-object associations by 14 month old infants
-
Werker J.F., et al. Acquisition of word-object associations by 14 month old infants. Dev. Psychol. 34 (1998) 1289-1309
-
(1998)
Dev. Psychol.
, vol.34
, pp. 1289-1309
-
-
Werker, J.F.1
-
17
-
-
34547188301
-
But are they really verbs?
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Tardif T. But are they really verbs?. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 477-498
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 477-498
-
-
Tardif, T.1
-
18
-
-
0026287822
-
Learning to express motion events in English and Korean: the influence of language-specific lexicalization patterns
-
Choi S., and Bowerman M. Learning to express motion events in English and Korean: the influence of language-specific lexicalization patterns. Cognition 41 (1991) 83-121
-
(1991)
Cognition
, vol.41
, pp. 83-121
-
-
Choi, S.1
Bowerman, M.2
-
19
-
-
0001768989
-
Lexicalization patterns: semantic structure in lexical forms
-
Shopen T. (Ed), Cambridge University Press
-
Talmy L. Lexicalization patterns: semantic structure in lexical forms. In: Shopen T. (Ed). Language Typology and Syntactic Description (1985), Cambridge University Press 57-149
-
(1985)
Language Typology and Syntactic Description
, pp. 57-149
-
-
Talmy, L.1
-
21
-
-
85044917336
-
Conceptual foundations of spatial language: evidence for a goal bias in infants
-
Lakusta L., et al. Conceptual foundations of spatial language: evidence for a goal bias in infants. Lang. Learn. Dev. 3 (2008) 179-197
-
(2008)
Lang. Learn. Dev.
, vol.3
, pp. 179-197
-
-
Lakusta, L.1
-
23
-
-
33845577796
-
Conceptual foundations for verb learning: celebrating the event
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Pres
-
Pulverman S., et al. Conceptual foundations for verb learning: celebrating the event. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Pres 134-159
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 134-159
-
-
Pulverman, S.1
-
24
-
-
42649090964
-
Actions organize the infant's world
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Mandler J.M. Actions organize the infant's world. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 111-133
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 111-133
-
-
Mandler, J.M.1
-
25
-
-
42649091960
-
Preverbal spatial cognition and language-specific input: categories of containment and support
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Choi S. Preverbal spatial cognition and language-specific input: categories of containment and support. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 191-207
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 191-207
-
-
Choi, S.1
-
26
-
-
52049085622
-
-
Gentner, D. and Bowerman, M. Why some spatial semantic categories are harder to learn than others: the typological prevalence hypothesis. In Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan Isaac Slobin (Guo, J. et al., eds), Lawrence Erlbaum Associates (in press)
-
Gentner, D. and Bowerman, M. Why some spatial semantic categories are harder to learn than others: the typological prevalence hypothesis. In Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan Isaac Slobin (Guo, J. et al., eds), Lawrence Erlbaum Associates (in press)
-
-
-
-
27
-
-
3342924379
-
Conceptual precursors to spatial language
-
Hespos S.J., and Spelke E.S. Conceptual precursors to spatial language. Nature 430 (2004) 453-456
-
(2004)
Nature
, vol.430
, pp. 453-456
-
-
Hespos, S.J.1
Spelke, E.S.2
-
28
-
-
0141430868
-
Six-month-old infants' categorization of containment spatial relations
-
Casasola M., et al. Six-month-old infants' categorization of containment spatial relations. Child Dev. 74 (2003) 679-693
-
(2003)
Child Dev.
, vol.74
, pp. 679-693
-
-
Casasola, M.1
-
29
-
-
38849098988
-
The development of infants' spatial categories
-
Casasola M. The development of infants' spatial categories. Cur. Dir. Psychol. Sci. 17 (2008) 21-25
-
(2008)
Cur. Dir. Psychol. Sci.
, vol.17
, pp. 21-25
-
-
Casasola, M.1
-
30
-
-
52049099708
-
-
Pulverman, R. et al. Infants discriminate manners and paths in non-linguistic dynamic events. Cognition (in press)
-
Pulverman, R. et al. Infants discriminate manners and paths in non-linguistic dynamic events. Cognition (in press)
-
-
-
-
31
-
-
84920135904
-
Current events: how infants parse the world events for language
-
Shipley T., and Zacks J. (Eds), Oxford University Press
-
Pruden S.M., et al. Current events: how infants parse the world events for language. In: Shipley T., and Zacks J. (Eds). Understanding Events: From Perception to Action (2008), Oxford University Press 160-192
-
(2008)
Understanding Events: From Perception to Action
, pp. 160-192
-
-
Pruden, S.M.1
-
32
-
-
17244381667
-
Twelve-month-old infants represent probable endings of motion events
-
Wagner L., and Carey S. Twelve-month-old infants represent probable endings of motion events. Infancy 7 (2005) 73-83
-
(2005)
Infancy
, vol.7
, pp. 73-83
-
-
Wagner, L.1
Carey, S.2
-
33
-
-
17044407990
-
Starting at the end: the importance of goals in spatial language
-
Lakusta L., and Landau B. Starting at the end: the importance of goals in spatial language. Cognition 96 (2005) 1-33
-
(2005)
Cognition
, vol.96
, pp. 1-33
-
-
Lakusta, L.1
Landau, B.2
-
34
-
-
33645064247
-
The birth of words: ten-month-olds learn words through perceptual salience
-
Pruden S.M., et al. The birth of words: ten-month-olds learn words through perceptual salience. Child Dev. 77 (2006) 266-280
-
(2006)
Child Dev.
, vol.77
, pp. 266-280
-
-
Pruden, S.M.1
-
35
-
-
0028719882
-
Variability in early communicative development
-
Fenson L., et al. Variability in early communicative development. Monogr. Soc. Res. Child Dev. 59 (1994) 1-189
-
(1994)
Monogr. Soc. Res. Child Dev.
, vol.59
, pp. 1-189
-
-
Fenson, L.1
-
36
-
-
34547204707
-
A unified theory of word learning: putting verb acquisition in context
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Maguire M., et al. A unified theory of word learning: putting verb acquisition in context. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 364-391
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 364-391
-
-
Maguire, M.1
-
37
-
-
0034456014
-
Breaking the language barrier: an emergentist coalition model for the origins of word learning
-
Hollich G.J., et al. Breaking the language barrier: an emergentist coalition model for the origins of word learning. Monogr. Soc. Res. Child Dev. 65 (2000) 1-135
-
(2000)
Monogr. Soc. Res. Child Dev.
, vol.65
, pp. 1-135
-
-
Hollich, G.J.1
-
38
-
-
33645714186
-
Baby wordsmith: from associationist to social sophisticate
-
Golinkoff R.M., and Hirsh-Pasek K. Baby wordsmith: from associationist to social sophisticate. Cur. Dir. Psychol. Sci 15 (2006) 30-33
-
(2006)
Cur. Dir. Psychol. Sci
, vol.15
, pp. 30-33
-
-
Golinkoff, R.M.1
Hirsh-Pasek, K.2
-
39
-
-
45349087707
-
Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension
-
Maguire M., et al. Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension. Dev. Sci. 11 (2008) 628-634
-
(2008)
Dev. Sci.
, vol.11
, pp. 628-634
-
-
Maguire, M.1
-
40
-
-
1342290507
-
Attention to novel objects during verb learning
-
Kersten A.W., and Smith L.B. Attention to novel objects during verb learning. Child Dev. 73 (2002) 93-109
-
(2002)
Child Dev.
, vol.73
, pp. 93-109
-
-
Kersten, A.W.1
Smith, L.B.2
-
41
-
-
0000234594
-
Individuation, relativity and early word learning
-
Bowerman M., and Levinson S. (Eds), Cambridge University Press
-
Gentner D., and Boroditsky L. Individuation, relativity and early word learning. In: Bowerman M., and Levinson S. (Eds). Language Acquisition and Conceptual Development (2001), Cambridge University Press 215-256
-
(2001)
Language Acquisition and Conceptual Development
, pp. 215-256
-
-
Gentner, D.1
Boroditsky, L.2
-
42
-
-
84889484104
-
Syntactic supports for word learning
-
Hoff E., and Shatz M. (Eds), Blackwell
-
Naigles L.R., and Swensen L.D. Syntactic supports for word learning. In: Hoff E., and Shatz M. (Eds). The Handbook of Language Development (2007), Blackwell 212-231
-
(2007)
The Handbook of Language Development
, pp. 212-231
-
-
Naigles, L.R.1
Swensen, L.D.2
-
44
-
-
0026199239
-
On the semantic content of subcategorization frames
-
Fisher C., et al. On the semantic content of subcategorization frames. Cognit. Psychol. 23 (1991) 331-392
-
(1991)
Cognit. Psychol.
, vol.23
, pp. 331-392
-
-
Fisher, C.1
-
45
-
-
34547179907
-
Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs
-
Brandone A., et al. Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Dev. 78 (2007) 1322-1342
-
(2007)
Child Dev.
, vol.78
, pp. 1322-1342
-
-
Brandone, A.1
-
46
-
-
0039634417
-
Conceptual development and the child's early words for events, objects, and persons
-
Tomasello M., and Merriman W.E. (Eds), Lawrence Erlbaum Associates
-
Smiley P., and Huttenlocher J. Conceptual development and the child's early words for events, objects, and persons. In: Tomasello M., and Merriman W.E. (Eds). Beyond Names for Things: Young Children's Acquisition of Verbs (1995), Lawrence Erlbaum Associates 21-61
-
(1995)
Beyond Names for Things: Young Children's Acquisition of Verbs
, pp. 21-61
-
-
Smiley, P.1
Huttenlocher, J.2
-
47
-
-
0032703894
-
Human simulations of vocabulary learning.
-
Gillette J., et al. Human simulations of vocabulary learning. Cognition 73 (1999) 135-176
-
(1999)
Cognition
, vol.73
, pp. 135-176
-
-
Gillette, J.1
-
48
-
-
52049099004
-
-
Ma, W. et al. Imageability predicts age of acquisition of verbs in Chinese children. J. Child Lang. (in press)
-
Ma, W. et al. Imageability predicts age of acquisition of verbs in Chinese children. J. Child Lang. (in press)
-
-
-
-
49
-
-
0025438727
-
The development of verb concepts: children's use of verbs to label familiar and novel events
-
Behrend D.A. The development of verb concepts: children's use of verbs to label familiar and novel events. Child Dev. 61 (1990) 681-696
-
(1990)
Child Dev.
, vol.61
, pp. 681-696
-
-
Behrend, D.A.1
-
50
-
-
0012995039
-
Learning to represent word meaning: what initial training events reveal about children's developing action verb concepts
-
Forbes J.N., and Farrar M.J. Learning to represent word meaning: what initial training events reveal about children's developing action verb concepts. Cognit. Dev. 10 (1995) 1-20
-
(1995)
Cognit. Dev.
, vol.10
, pp. 1-20
-
-
Forbes, J.N.1
Farrar, M.J.2
-
51
-
-
0012994419
-
The social nature of words and word learning
-
Golinkoff R.M., and Hirsh-Pasek K. (Eds), Oxford University Press
-
Akhtar N., and Tomasello M. The social nature of words and word learning. In: Golinkoff R.M., and Hirsh-Pasek K. (Eds). Becoming a Word Learner: A Debate on Lexical Acquisition (2000), Oxford University Press 115-135
-
(2000)
Becoming a Word Learner: A Debate on Lexical Acquisition
, pp. 115-135
-
-
Akhtar, N.1
Tomasello, M.2
-
53
-
-
0036358310
-
Toddlers' attention to intentions-in-action in learning novel action words
-
Poulin-Dubois D., and Forbes J.N. Toddlers' attention to intentions-in-action in learning novel action words. Dev. Psychol. 38 (2002) 104-114
-
(2002)
Dev. Psychol.
, vol.38
, pp. 104-114
-
-
Poulin-Dubois, D.1
Forbes, J.N.2
-
54
-
-
34547191697
-
Children with autism illuminate the role of social intention in word learning
-
Parish-Morris J., et al. Children with autism illuminate the role of social intention in word learning. Child Dev. 78 (2007) 1265-1287
-
(2007)
Child Dev.
, vol.78
, pp. 1265-1287
-
-
Parish-Morris, J.1
-
55
-
-
34547179521
-
Verbs, actions, and intentions
-
Hirsh-Pasek K., and Golinkoff R.M. (Eds), Oxford University Press
-
Behrend D.A., and Scofield J. Verbs, actions, and intentions. In: Hirsh-Pasek K., and Golinkoff R.M. (Eds). Action Meets Word: How Children Learn Verbs (2006), Oxford University Press 286-307
-
(2006)
Action Meets Word: How Children Learn Verbs
, pp. 286-307
-
-
Behrend, D.A.1
Scofield, J.2
-
56
-
-
0041049225
-
Twenty-four-month-old children learn words for absent objects and actions
-
Akhtar N., and Tomasello M. Twenty-four-month-old children learn words for absent objects and actions. Br. J. Dev. Psychol. 14 (1996) 79-93
-
(1996)
Br. J. Dev. Psychol.
, vol.14
, pp. 79-93
-
-
Akhtar, N.1
Tomasello, M.2
-
57
-
-
84934349428
-
The structural sources of verb meanings
-
Gleitman L.R. The structural sources of verb meanings. Lang. Acquisition 1 (1990) 3-55
-
(1990)
Lang. Acquisition
, vol.1
, pp. 3-55
-
-
Gleitman, L.R.1
-
58
-
-
0036003596
-
Structural limits on verb mapping: the role of abstract structure in 2.5-year-olds' interpretations of novel verbs
-
Fisher C. Structural limits on verb mapping: the role of abstract structure in 2.5-year-olds' interpretations of novel verbs. Dev. Sci. 5 (2002) 55-64
-
(2002)
Dev. Sci.
, vol.5
, pp. 55-64
-
-
Fisher, C.1
-
59
-
-
20444463737
-
Input to verb learning in Mandarin Chinese: a role for syntactic bootstrapping
-
Lee J., and Naigles L.R. Input to verb learning in Mandarin Chinese: a role for syntactic bootstrapping. Dev. Psychol. 41 (2005) 529-540
-
(2005)
Dev. Psychol.
, vol.41
, pp. 529-540
-
-
Lee, J.1
Naigles, L.R.2
-
60
-
-
0037380078
-
Understanding how input matters: verb learning and the footprint of universal grammar
-
Lidz J., et al. Understanding how input matters: verb learning and the footprint of universal grammar. Cognition 87 (2003) 151-178
-
(2003)
Cognition
, vol.87
, pp. 151-178
-
-
Lidz, J.1
-
61
-
-
85050846312
-
One-for-one and two-for-two: anticipating parallel structure between events and language
-
Bamman D., et al. (Ed), Cascadilla Press
-
Brandone A., et al. One-for-one and two-for-two: anticipating parallel structure between events and language. In: Bamman D., et al. (Ed). Proceedings of the 30th Boston University Conference on Language Development (2005), Cascadilla Press 36-47
-
(2005)
Proceedings of the 30th Boston University Conference on Language Development
, pp. 36-47
-
-
Brandone, A.1
-
62
-
-
0036634177
-
Young children can extend motion verb labels to point-light displays
-
Golinkoff R.M., et al. Young children can extend motion verb labels to point-light displays. Dev. Psychol. 38 (2002) 604-614
-
(2002)
Dev. Psychol.
, vol.38
, pp. 604-614
-
-
Golinkoff, R.M.1
-
63
-
-
20444465951
-
Why is it hard to label our concepts?
-
Hall D.G., and Waxman S.R. (Eds), MIT Press
-
Snedeker J., and Gleitman L. Why is it hard to label our concepts?. In: Hall D.G., and Waxman S.R. (Eds). Weaving a Lexicon (2004), MIT Press 255-293
-
(2004)
Weaving a Lexicon
, pp. 255-293
-
-
Snedeker, J.1
Gleitman, L.2
-
64
-
-
0036590183
-
'Little words'-not really: function and content words in normal and aphasic speech
-
Bird H., et al. 'Little words'-not really: function and content words in normal and aphasic speech. J. Neuroling. 15 (2000) 209-237
-
(2000)
J. Neuroling.
, vol.15
, pp. 209-237
-
-
Bird, H.1
-
66
-
-
33847621917
-
Cross-cultural differences in the input to early word learning
-
Alterman R., and Kirsh D. (Eds), Lawrence Erlbaum Associates
-
Snedeker J., et al. Cross-cultural differences in the input to early word learning. In: Alterman R., and Kirsh D. (Eds). Proceedings of the Twenty-fifth Annual Conference of the Cognitive Science Society (2003), Lawrence Erlbaum Associates 1094-1099
-
(2003)
Proceedings of the Twenty-fifth Annual Conference of the Cognitive Science Society
, pp. 1094-1099
-
-
Snedeker, J.1
|