Beyond event segmentation: Spatial- and social-cognitive processes in verb-to-action mapping

Developmental Psychology

Volumn 47, Issue 3, 2011, Pages 867-876

  Friend, Margaret ^a   Pace, Amy ^b  

^a SAN DIEGO STATE UNIVERSITY   (United States)

^b SAN DIEGO STATE UNIVERSITY   (United States)

Author keywords

Comprehension; Events; Verb learning

Indexed keywords

AGE; ARTICLE; CHILD BEHAVIOR; CHILD DEVELOPMENT; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DEPTH PERCEPTION; FEMALE; HUMAN; INFANT; LEARNING; MALE; NEUROPSYCHOLOGICAL TEST; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; RANDOMIZED CONTROLLED TRIAL; SOCIAL BEHAVIOR;

AGE FACTORS; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD, PRESCHOOL; FEMALE; HUMANS; INFANT; MALE; NEUROPSYCHOLOGICAL TESTS; SOCIAL BEHAVIOR; SPACE PERCEPTION; VERBAL LEARNING;

EID: 79955775230     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0021107     Document Type: Article

References (61)

1. Akhtar N. The robustness of learning through overhearing. Developmental Science 2005, 8:199-209. doi: 10.1111/j.1467-7687.2005.00406.x.
2. Akhtar N., Tomasello M. Two-year-olds learn words for absent objects and actions. British Journal of Developmental Psychology 1996, 14:79-93.
3. Au T.K., Dapretto M., Song Y.K. Input vs constraints: Early word acquisition in Korean and English. Journal of Memory and Language 1994, 33:567-582. doi: 10.1006/jmla.1994.1027.
4. Bahrick L.E., Gogate L.J., Ruiz I. Attention and memory for faces and actions in infancy: The salience of actions over faces in dynamic events. Child Development 2002, 73:1629-1643. doi: 10.1111/1467-8624.00495.
5. Baldwin D.A. Infants' contribution to the achievement of joint reference. Child Development 1991, 62:875-890. doi: 10.2307/1131140.
6. Baldwin D.A. Infants' ability to consult the speaker for clues to word reference. Journal of Child Language 1993, 20:395-418. doi: 10.1017/S0305000900008345.
7. Baldwin D., Andersson A., Saffran J., Meyer M. Segmenting dynamic human action via statistical structure. Cognition 2008, 106:1382-1407. doi: 10.1016/j.cognition.2007.07.005.
8. Baldwin D.A., Baird J.A. Action analysis: A gateway to intentional inference. Early social cognition: Understanding others in the first months of life 1999, 215-240. Erlbaum, Mahwah, NJ. P. Rochat (Ed.).
9. Baldwin D.A., Baird J.A., Saylor M.M., Clark M.A. Infants parse dynamic action. Child Development 2001, 72:708-717. doi: 10.1111/1467-8624.00310.
10. Baldwin D., Loucks J., Sabbagh M. Pragmatics of human action. Understanding events: From perception to action 2008, 96-129. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195188370.001.0001. T.F. Shipley, J.M. Zacks (Eds.).
11. Bauer P.J. Event memory. Handbook of child psychology: Vol. 2. Cognition, perception, and language 2006, 373-425. Wiley, Hoboken, NJ. 6th ed. D. Kuhn, R.S. Siegler, W. Damon, R.M. Lerner (Eds.).
12. Bauer P.J. Event memory in infancy and early childhood. Understanding events: From perception to action 2008, 130-159. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195188370.001.0001. T.F. Shipley, J.M. Zacks (Eds.).
13. Bauer P.J., van Abbema D.L., de Haan M. In for the short haul: Immediate and short-term remembering and forgetting by 20-month-old children. Infant Behavior and Development 1999, 22:321-343. doi: 10.1016/S0163-6383(99)00014-4.
14. Booth A.E., McGregor K.K., Rohlfing K.J. Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. Language Learning and Development 2008, 4:179-202. doi: 10.1080/15475440802143091.
15. Buresh J.S., Woodward A., Brune C.W. The roots of verbs in prelinguistic action knowledge. Action meets word: How children learn verbs 2006, 208-227. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0009. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
16. Cardini F.-E. Manner of motion saliency: An inquiry into Italian. Cognitive Linguistics 2008, 19:533-569. doi: 10.1515/COGL.2008.021.
17. Carpenter M., Akhtar N., Tomasello M. Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior & Development 1998, 21:315-330. doi: 10.1016/S0163-6383(98)90009-1.
18. Carpenter M., Call J., Tomasello M. Understanding " prior intentions" enables two-year-olds to imitatively learn a complex task. Child Development 2002, 73:1431-1441. doi: 10.1111/1467-8624.00481.
19. Carpenter M., Call J., Tomasello M. Twelve- and 18-month-olds copy actions in terms of goals. Developmental Science 2005, 8:F13-F20. doi: 10.1111/j.1467-7687.2004.00385.x.
20. Casasola M., Bhagwat J., Ferguson K.T. Precursors to verb learning: Infants' understanding of motion events. Action meets word: How children learn verbs 2006, 160-190. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0007. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
21. Chan A., Meints K., Lieven E., Tomasello M. Young children's comprehension of English SVO word order revisited: Testing the same children in act-out and intermodal preferential looking tasks. Cognitive Development 2010, 25:30-45. doi: 10.1016/j.cogdev.2009.10.002.
22. Childers J.B., Tomasello M. Are nouns easier to learn than verbs? Three experimental studies. Action meets word: How children learn verbs 2006, 311-335. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0013. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
23. Choi S., Gopnik A. Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language 1995, 22:497-529. doi: 10.1017/S0305000900009934.
24. Fenson L., Dale P.S., Reznick J.S., Thal D., Bates E., Hartung J.P., Reilly J.S. MacArthur Communicative Development Inventories: User's guide and technical manual 1994, Singular, San Diego, CA.
25. Fisher C. Structural limits on verb mapping: The role of abstract structure in 2.5-year-olds' interpretations of novel verbs. Developmental Science 2002, 5:55-64. doi: 10.1111/1467-7687.00209.
26. Frank M.C., Goodman N.D., Tenenbaum J.B. Using speakers' referential intentions to model early cross-situational word learning. Psychological Science 2009, 20:578-585. doi: 10.1111/j.1467-9280.2009.02335.x.
27. Gentner D. On relational meaning: The acquisition of verb meaning. Child Development 1978, 49:988-998. doi: 10.2307/1128738.
28. Gentner D. Why verbs are hard to learn. Action meets word: How children learn verbs 2006, 544-564. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0022. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
29. Gleitman L. The structural sources of verb meanings. Language Acquisition 1990, 1:3-55.
30. Golinkoff R.M., Chung H.L., Hirsh-Pasek K., Liu J., Bertenthal B.I., Brand R., Hennon E. Young children can extend motion verbs to point-light displays. Developmental Psychology 2002, 38:604-614. doi: 10.1037/0012-1649.38.4.604.
31. Golinkoff R.M., Hirsh-Pasek K. How toddlers begin to learn verbs. Trends in Cognitive Sciences 2008, 12:397-403. doi: 10.1016/j.tics.2008.07.003.
32. Hespos S.J., Saylor M.M., Grossman S.R. Infants' ability to parse continuous actions. Developmental Psychology 2009, 45:575-585. doi: 10.1037/a0014145.
33. Houston-Price C., Plunkett K., Harris P. " Word-learning wizardry" at 1;6. Journal of Child Language 2005, 32:175-189. doi: 10.1017/S0305000904006610.
34. Loucks J.T., Baldwin D. When is a grasp a grasp? Characterizing some basic components of human action processing. Action meets word: How children learn verbs 2006, 228-261. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0010. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
35. Maguire M.J., Dove G.O. Speaking of events: Event word learning and event representation. Understanding events: From perception to action 2008, 193-218. Oxford University Press, New York, NY. T.F. Shipley, J.M. Zacks (Eds.).
36. Maguire M.J., Hirsh-Pasek K., Golinkoff R.M. A unified theory of word learning: Putting verb acquisition in context. Action meets word: How children learn verbs 2006, 364-391. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0015. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
37. Mandler J.M. Actions organize the infant's world. Action meets word: How children learn verbs 2004, 111-133. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0005. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
38. Markman E.M. Constraints children place on word meanings. Cognitive Science 1990, 14:57-77.
39. Meltzoff A.N. Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology 1995, 31:838-850. doi: 10.1037/0012-1649.31.5.838.
40. Naigles L. Children use syntax to learn verb meanings. Journal of Child Language 1990, 17:357-374. doi: 10.1017/S0305000900013817.
41. Naigles L.R. The use of multiple frames in verb learning via syntactic bootstrapping. Cognition 1996, 58:221-251. doi: 10.1016/0010-0277(95)00681-8.
42. Naigles L.R., Hoff-Ginsberg E. Input to verb learning: Evidence for the plausibility of syntactic bootstrapping. Developmental Psychology 1995, 31:827-837. doi: 10.1037/0012-1649.31.5.827.
43. Poulin-Dubois D., Forbes J.N. Toddlers' attention to intentions-in-action in learning novel action words. Developmental Psychology 2002, 38:104-114. doi: 10.1037/0012-1649.38.1.104.
44. Poulin-Dubois D., Forbes J.N. Word, intention, and action: A two-tiered model of action word learning. Action meets word: How children learn verbs 2006, 262-285. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195170009.003.0011. K. Hirsh-Pasek, R.M. Golinkoff (Eds.).
45. Pulverman R., Golinkoff R.M., Hirsh-Pasek K., Buresh J.S. Infants discriminate manners and paths in non-linguistic dynamic events. Cognition 2008, 108:825-830.
46. Rakison D.H., Poulin-Dubois D. Developmental origin of the animate-inanimate distinction. Psychological Bulletin 2001, 127:209-228. doi: 10.1037/0033-2909.127.2.209.
47. Rappaport Hovav M., Levin B. Reflections on manner/result complementarity. Lexical semantics, syntax, and event structure 2010, 21-38. Oxford University Press, Oxford, England, doi: 10.1093/acprof:oso/9780199544325.003.0002. M. Rappaport Hovav, E. Doron, I. Sichel (Eds.).
48. Reid V.M., Csibra G., Belsky J., Johnson M.H. Neural correlates of the perception of goal-directed action in infants. Acta Psychologica 2007, 124:129-138. doi: 10.1016/j.actpsy.2006.09.010.
49. Saylor M.M., Baldwin D.A., Baird J.A., LaBounty J. Infants' on-line segmentation of dynamic human action. Journal of Cognition and Development 2007, 8:113-128. doi: 10.1207/s15327647jcd0801_6.
50. Shipley T.F., Zacks J.M. Developing an understanding of events: Overview. Understanding events: From perception to action 2008, 63-64. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195188370.001.0001. T.F. Shipley, J.M. Zacks (Eds.).
51. Tardif T. Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabularies. Developmental Psychology 1996, 32:492-504. doi: 10.1037/0012-1649.32.3.492.
52. Tomasello M. Pragmatic contexts for early verb learning. Beyond names for things: Young children's acquisition of verbs 1995, 115-146. Erlbaum, Hillsdale, NJ. M. Tomasello, W.E. Merriman (Eds.).
53. Tomasello M. Having intentions, understanding intentions, and understanding communicative intentions. Developing theories of intention: Social understanding and self-control 1999, 63-75. Erlbaum, Mahwah, NJ. P.D. Zelazo, J.W. Astington, D.R. Olson (Eds.).
54. Tomasello M. Constructing a language: A usage-based theory of language acquisition 2003, Harvard University Press, Cambridge, MA.
55. Tomasello M., Akhtar N. Two-year-olds use pragmatic cues to differentiate reference to objects and actions. Cognitive Development 1995, 10:201-224. doi: 10.1016/0885-2014(95)90009-8.
56. Tomasello M., Barton M. Learning words in nonostensive contexts. Developmental Psychology 1994, 30:639-650. doi: 10.1037/0012-1649.30.5.639.
57. Tomasello M., Cale Kruger A. Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language 1992, 19:311-333. doi: 10.1017/S0305000900011430.
58. Tversky B., Zacks J.M., Hard B.M. The structure of experience. Understanding events: From perception to action 2008, 436-464. Oxford University Press, New York, NY, doi: 10.1093/acprof:oso/9780195188370.001.0001. T.F. Shipley, J.M. Zacks (Eds.).
59. Wynn K. Children's understanding of counting. Cognition 1990, 36:155-193. doi: 10.1016/0010-0277(90)90003-3.
60. Yaun S., Fisher C. " Really? She blicked the baby?" Two-year-olds learn combinatorial facts about verbs by listening. Psychological Science 2009, 20:619-626. doi: 10.1111/j.1467-9280.2009.02341.x.
61. Zacks J.M., Swallow K.M. Event segmentation. Current Directions in Psychological Science 2007, 16:80-84. doi: 10.1111/j.1467-8721.2007.00480.x.