Syntactic frames in fast mapping verbs: Effect of age, dialect, and clinical status

Journal of Speech, Language, and Hearing Research

Volumn 52, Issue 3, 2009, Pages 610-622

  Johnson, Valerie E ^a,c   De Villiers, Jill G ^b  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b SMITH COLLEGE   (United States)

^c MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

AAE speaking children; Fast mapping; MAE speaking children; Syntactic frames

Indexed keywords

ARTICLE; CHILD; FAST MAPPING TASK; FEMALE; GROUPS BY AGE; HEALTH STATUS; HUMAN; LANGUAGE DISABILITY; LEARNING TEST; MAJOR CLINICAL STUDY; MALE; PRESCHOOL CHILD; SCHOOL CHILD; SCORING SYSTEM; TASK PERFORMANCE; WORD RECOGNITION;

AFRICAN AMERICANS; AGE FACTORS; ANALYSIS OF VARIANCE; CHILD; CHILD LANGUAGE; CHILD, PRESCHOOL; COGNITION; FEMALE; HUMANS; LANGUAGE DISORDERS; LINGUISTICS; MALE; PHOTIC STIMULATION; PSYCHOLINGUISTICS; SEMANTICS; SPEECH; VOCABULARY;

EID: 66649096531     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2008/07-0135)     Document Type: Article

References (22)

1. Eyer, J. A., Leonard, L. B., Bedore, L. M., McGregor, K. K., Anderson, B., & Viescas, R. (2002). Fast mapping of verbs by children with specific language impairment. Clinical Linguistics & Phonetics, 16, 59-77.
2. Fisher, C. (1996). Structural limits on verb mapping: The role of analogy in children's interpretations of sentences. Cognitive Psychology, 31, 41-81.
3. Fisher, C., Hall, D. G., Rakowitz, S., & Gleitman, L. R. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92, 333-365.
4. Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, 1, 3-50.
5. Gleitman, L., & Gleitman, H. (1992). A picture is worth a thousand words, but that's the problem: The role of syntax in vocabulary acquisition. Current Directions in Psychological Science, 1, 31-35.
6. Hoff Ginsberg, E., Kelly, D., & Buhr, J. (1996). Syntactic bootstrapping by children with SLI: Implications for a theory of specific language impairment. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th annual Boston University Conference on Language Development (pp. 329-339). Somerville, MA: Cascadilla Press.
7. Johnson, V. E. (2001). Fast mapping verb meaning from argument structure. Unpublished doctoral dissertation, University of Massachusetts at Amherst.
8. Maratsos, M., Fox, D. E., & Becker, J. A. (1985). Semantic restrictions on children's passives. Cognition, 19, 167-191.
9. Miller, G., & Fellbaum, C. (1991). Semantic networks of English. Cognition, 41, 197-229.
10. Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17, 357-374.
11. Oetting, J. (1999). Children with SLI use argument structure cues to learn verbs. Journal of Speech, Language, and Hearing Research, 42, 1261-1274.
12. Oetting, J., Rice, M., & Swank, L. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38, 434-445.
13. O'Hara, M., & Johnston, J. (1997). Syntactic bootstrapping in children with specific language impairment. European Journal of Disorders of Communication, 32, 189-205.
14. Rice, M. L. (1990). Preschoolers' QUIL: Quick incidental learning of words. In G. Conti Ramsden & C. Snow (Eds.), Children's language (Vol. 7, pp. 171-194). Hillsdale, NJ: Erlbaum.
15. Rice, M. L., Buhr, J. C., & Oetting, J. B. (1992). Specific-language-impaired children's quick incidental learning of words: The effect of a pause. Journal of Speech and Hearing Research, 35, 1040-1048.
16. Seymour, H., Roeper, T., & de Villiers, J. (2003a). The Diagnostic Evaluation of Language Variation: Criterion-Referenced Test. San Antonio, TX: The Psychological Corporation.
17. Seymour, H., Roeper, T., & de Villiers, J. (2003b). The Diagnostic Evaluation of Language Variation: Screening Test. San Antonio, TX: The Psychological Corporation.
18. Seymour, H., Roeper, T., & de Villiers, J. (2005). The Diagnostic Evaluation of Language Variation: Norm Referenced Test. San Antonio, TX: The Psychological Corporation.
19. Sternberg, R., & Powell, J. S. (1983). Comprehending verbal comprehension. American Psychologist, 38, 878-893.
20. Tomasello, M., & Akhtar, N. (2003). What paradox? A response to Naigles (2002). Cognition, 88, 317-323.
21. Valian, V. (1986). Syntactic categories in the speech of young children. Developmental Psychology, 22, 562-579.
22. van der Lely, H. (1994). Canonical linking rules: Forward versus reverse linking in normally developing and specifically language-impaired children. Cognition, 51, 29-72.