Comprehension of Argument Structure and Semantic Roles: Evidence from English-Learning Children and the Forced-Choice Pointing Paradigm

Cognitive Science

Volumn 35, Issue 5, 2011, Pages 963-982

  Noble, Claire H ^a   Rowland, Caroline F ^b   Pine, Julian M ^b  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

^b UNIVERSITY OF LIVERPOOL   (United Kingdom)

Author keywords

Forced choice pointing paradigm; Form meaning mapping; Semantic roles; Verb argument structure

Indexed keywords

ARTICLE; COMPREHENSION; DECISION MAKING; HUMAN; LANGUAGE DEVELOPMENT; LANGUAGE TEST; PRESCHOOL CHILD; SEMANTICS;

CHILD LANGUAGE; CHILD, PRESCHOOL; CHOICE BEHAVIOR; COMPREHENSION; HUMANS; LANGUAGE TESTS; SEMANTICS;

EID: 79960129420     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1551-6709.2011.01175.x     Document Type: Article

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