Action Meets Word: How Children Learn Verbs by Kathy Hirsh-pasekAction Meets Word: How Children Learn Verbs by Kathy Hirsh-pasek

Action Meets Word: How Children Learn Verbs

byKathy Hirsh-pasek, Roberta Michnik Golinkoff

Hardcover | April 20, 2006

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Words are the building blocks of language. An understanding of how words are learned is thus central to any theory of language acquisition. Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning focus primarily on object nouns. Wordlearning theories must explain not only the learning of object nouns, but also the learning of other, major classes of words - verbs and adjectives. Verbs form the hub of the sentence because they determine the sentence's argument structure. Researchers throughout the world recognize how ourunderstanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume enters the relatively uncharted waters of early verb learning, focusing on the universal, conceptual foundations for verb learning, and how these foundations intersect with theburgeoning language system.
Kathy Hirsh-Pasek is a Professor of Psychology at Temple University. Roberta Michnik Golinkoff is Rodney Sharp Professor at the School of Education at the University of Delaware.
Title:Action Meets Word: How Children Learn VerbsFormat:HardcoverDimensions:608 pages, 6.3 × 9.41 × 1.42 inPublished:April 20, 2006Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0195170008

ISBN - 13:9780195170009


Table of Contents

I. Prerequisites to verb learning: Finding the verb1. Toby Mintz: Finding the verbs: Distributional cues available to young learners2. Thierry Nazzi and Derek Houston: Finding verb forms within the continuous speech stream3. Morten H. Christiansen and Padraic Monaghan: Discovering verbs through multiple-cue integrationII. Prequisites to verb learning: Finding actions in events4. Jean Mandler: Actions organize the infant's world5. Rachel Pulverman, Kathy Hirsh-Pasek, Roberta M. Golinkoff, Shannon Pruden, and Sara J. Salkind: Conceptual foundations for verb learning: Celebrating the event6. Marianella Cassassola, Jui Bhagwat and Kim T. Ferguson: Precursors to verb learning: Infants' understanding of motion events7. Soonja Choi: Preverbal spatial cognition and language-specific input: Categories of containment and support8. Jennifer Sootsman Buresh, Amanda Woodward, and Camille Brune: The roots of verbs: Prelinguistic action knowledge9. Jeffrey Loucks and Dare Baldwin, University of Washington: When is a grasp a grasp?10. Diane Poulin-Dubois and James Forbes: Word, intention, and action: A two-tiered model of action word learning11. Douglas A. Behrend and Jason M. Scofield: Verbs, actions, and intentionsIII. When action meets word: Children learn their first verbs12. Jane B. Childers and Michael Tomasello: Are nouns easier to learn than verbs? Three experimental studies13. Letitia Naigles and Erika Hoff: Verbs at the beginning: Parallels between comprehension and input14. Mandy Maguire, Kathy Hirsh-Pasek and Roberta Golinkoff: A unified theory of word learning: Putting verb acquisition in context15. Cynthia Fisher and Hyun-joo Song: Who's the subject? Sentence structure and verb meaningIV. How language influences verb learning: Cross-linguistic evidence16. Jeff Lidz: Verb-learning as a probe into children's grammars17. Mutsumi Imai, Etsuko Haryo, Hiroyuki Okada, Li Lianjing, and Jun Shigematsu: Revisiting the noun-verb debate: A crosslinguistic comparison of novel noun and verb learning in English-, Japanese- and Chinese-speaking children18. Twila Tardif: But are they really verbs?: Chinese words for action19. Alan W. Kersten, Linda B. Smith, and Hanako Yoshida: Influences of object knowledge on the acquisition of verbs in English and Japanese20. Tracy Lavin and D. Geoffrey Hall, and Sandra R. Waxman: East and west: A role for culture in the acquisition of nouns and verbs21. Dedre Gentner: Why verbs are hard to learnV. What have we learned about verb learning?22. Lila Gleitman:

Editorial Reviews

"'At the critical juncture between words and grammar lies the frontier of word learning.' With this comment, the editors of this landmark volume set the stage for the varied and important chapters that follow. Not only a state of the art review of current understanding of verb learning, thisbook raises fundamental questions about word learning in general and, indeed, about the relation between language and thought."--Robert Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University