Slowly but Surely: Adverbs Support Verb Learning in 2-Year-Olds

Autor/inn/en	Syrett, Kristen; Arunachalam, Sudha; Waxman, Sandra R.
Titel	Slowly but Surely: Adverbs Support Verb Learning in 2-Year-Olds
Quelle	In: Language Learning and Development, 10 (2014) 3, S.263-278 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2013.840493
Schlagwörter	Toddlers; Verbs; Semantics; Language Research; Form Classes (Languages); Linguistic Theory; Syntax; Vocabulary Development; Language Acquisition; Prediction; Auditory Stimuli; Visual Stimuli; Illinois + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Semantik; Sprachforschung; Analytischer Sprachbau; Linguistische Theorie; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Vorhersage; Auditive Stimulation
Abstract	To acquire the meanings of verbs, toddlers make use of the surrounding linguistic information. For example, 2-year-olds successfully acquire novel transitive verbs that appear in semantically rich frames containing content nouns ("The boy is gonna pilk a balloon"), but they have difficulty with pronominal frames ("He is gonna pilk it") (Arunachalam & Waxman, 2010). We hypothesized that adverbs might facilitate toddlers' verb learning in these sparse pronominal frames if their semantic content directed toddlers' attention to aspects of the event that are relevant to the verb's meaning (e.g., the manner of motion). As predicted, the semantic information from a specific manner-of-motion adverb ("slowly") supported verb learning, but other adverbs lacking this semantic content ("nicely", "right now") did not. These results provide the first evidence that adverbs can facilitate verb learning in toddlers and highlight the interaction of syntactic and semantic information in word learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10