LEADER 04606nam 2200721Ia 450 001 9910817851503321 005 20240410131701.0 010 $a0-19-029095-1 010 $a0-19-517000-8 010 $a0-19-534694-7 010 $a1-280-84100-1 010 $a1-4294-0284-9 035 $a(CKB)2560000000299376 035 $a(EBL)281404 035 $a(OCoLC)191924323 035 $a(SSID)ssj0000482551 035 $a(PQKBManifestationID)12159577 035 $a(PQKBTitleCode)TC0000482551 035 $a(PQKBWorkID)10526711 035 $a(PQKB)10036732 035 $a(StDuBDS)EDZ0000075938 035 $a(MiAaPQ)EBC281404 035 $a(Au-PeEL)EBL281404 035 $a(CaPaEBR)ebr10160546 035 $a(CaONFJC)MIL84100 035 $a(OCoLC)935262383 035 $a(MiAaPQ)EBC7036535 035 $a(Au-PeEL)EBL7036535 035 $a(EXLCZ)992560000000299376 100 $a20050328d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAction meets word $ehow children learn verbs /$fedited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff 205 $a1st ed. 210 $aOxford $cOxford University Press$d2006 215 $a1 online resource (605 p.) 300 $aDescription based upon print version of record. 311 $a0-19-975371-7 311 $a0-19-989330-6 320 $aIncludes bibliographical references and indexes. 327 $aContents; Contributors; Introduction: Progress on the Verb Learning Front; Part I: Prerequisites to Verb Learning: Finding the Verb; 1 Finding the Verbs: Distributional Cues to Categories Available to Young Learners; 2 Finding Verb Forms Within the Continuous Speech Stream; 3 Discovering Verbs Through Multiple-Cue Integration; Part II: Prerequisites to Verb Learning: Finding Actions in Events; 4 Actions Organize the Infant's World; 5 Conceptual Foundations for Verb Learning: Celebrating the Event; 6 Precursors to Verb Learning: Infants' Understanding of Motion Events 327 $a7 Preverbal Spatial Cognition and Language-Specific Input: Categories of Containment and Support8 The Roots of Verbs in Prelinguistic Action Knowledge; 9 When Is a Grasp a Grasp? Characterizing Some Basic Components of Human Action Processing; 10 Word, Intention, and Action: A Two-Tiered Model of Action Word Learning; 11 Verbs, Actions, and Intentions; Part III: When Action Meets Word: Children Learn Their First Verbs; 12 Are Nouns Easier to Learn Than Verbs? Three Experimental Studies; 13 Verbs at the Very Beginning: Parallels Between Comprehension and Input 327 $a14 A Unified Theory of Word Learning: Putting Verb Acquisition in Context15 Who's the Subject? Sentence Structure and Verb Meaning; Part IV: How Language Influences Verb Learning: Cross-Linguistic Evidence; 16 Verb Learning as a Probe Into Children's Grammars; 17 Revisiting the Noun-Verb Debate: A Cross-Linguistic Comparison of Novel Noun and Verb Learning in English-, Japanese-, and Chinese-Speaking Children; 18 But Are They Really Verbs? Chinese Words for Action; 19 Influences of Object Knowledge on the Acquisition of Verbs in English and Japanese 327 $a20 East and West: A Role for Culture in the Acquisition of Nouns and Verbs21 Why Verbs Are Hard to Learn; Author Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W 330 $aWords 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. Word learning 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 our understanding of 606 $aLanguage acquisition 606 $aGrammar, Comparative and general$xVerb 615 0$aLanguage acquisition. 615 0$aGrammar, Comparative and general$xVerb. 676 $a401.93 676 $a401.93 701 $aHirsh-Pasek$b Kathy$0724606 701 $aGolinkoff$b Roberta M$01607012 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817851503321 996 $aAction meets word$94108772 997 $aUNINA