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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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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 22 April 2021

Conceptual Foundations for Verb Learning: Celebrating the Event

Conceptual Foundations for Verb Learning: Celebrating the Event

(p.134) 5 Conceptual Foundations for Verb Learning: Celebrating the Event
Action Meets Word

Rachel Pulverman

Kathy Hirsh-Pasek

Roberta M. Golinkoff

Shannon Pruden

Sara J. Salkind

Oxford University Press

This chapter evaluates whether difficulty in analyzing and conceptualizing nonlinguistic events contributes to the documented difficulty in verb learning. It shows that not only can infants discriminate between events based on these components but that they are also capable of forming some categories of events along these lines. Furthermore, there is a relationship between infants' ability to see certain distinctions in non-linguistic events and their level of language development. Infants can look within motion events to find the primitives that form the basis for verb learning and can even form categories based on these primitives.

Keywords:   verb learning, language development, non-linguistic events

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