Children's initial assumptions about the meaning of novel motion verbs: Biased and conservative?

Forbes, James N.; Farrar, M. Jeffrey

doi:10.1016/s0885-2014(93)80002-b

Cited by 47 publications

(66 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Her work spurred a flurry of activity that spanned 25 years of prolific research from languages that covered the globe (Behrend, 1995;Brown, 2001;Choi & Bowerman, 1991;Choi & Gopnik, 1995;Fisher, 2002;Forbes & Farrar, 1993;Gallivan, 1988;Gleitman & Gillette, 1995;Golinkoff, et al, 2002;Hirsh-Pasek, et al, 1988;Imai & Haryu, 2001;Imai & Gentner, 1997;Naigles, 1990; lexicalizes the elements of the perceptual field…verb meanings are learned as part of a system of semantic distinctions… (p. 324-325).…”

Section: Part I the Traditional Account: Verbs Are Hardmentioning

confidence: 99%

“…The children in condition 2 saw four actors, each performing the target action. Prior research suggested that children are conservative in their verb extensions (Forbes & Farrar, 1993).…”

Section: --Insert Figure 1 About Here --mentioning

confidence: 99%

“…Evidence from a number of sources suggests not only that young children place more weight in perceptual information for mapping words to concepts (Behrend & Scofield, this volume;Forbes & Farrar, 1993;Smiley & Huttenlocher, 1995), but that in mapping words, they move to a reliance on more social and linguistic information through development (Fisher, 2002;Fisher et al, 1994;Hirsh-Pasek, Naigles, Golinkoff, Gleitman, & Gleitman, 1988;Hollich et al, 2000;Naigles, 1996).…”

Section: Part II Towards a Broad-based Developmental Theory Of Word mentioning

confidence: 99%

“…A third version of the perceptually biased verb learner is that children's early verbs are more likely to require fewer inferences about the speaker's intentions and goals than later verbs (e.g., pour versus spill) (Behrend, 1995;Behrend & Scofield, this volume;Smiley & Huttenlocher, 1995;Poulin-Dubois & Forbes, this volume). A last version of this argument is that children's early verbs are more likely to be used in limited, nonmetaphorical extensions as opposed to broader extensions (Behrend, 1995;Forbes & Farrar, 1993). The evidence that children's initial verb meanings are quite perceptually based, as the ECM would predict, is extensive for each of these overlapping arguments.…”

Section: How the Ecm In Combination With The Sici Continuum Helps Umentioning

confidence: 99%

“…Evidence in verb learning also shows that the verb meanings children encode are more concrete than adults' meanings (Forbes & Farrar, 1993;Maguire et al, 2002;Smiley & Huttenlocher, 1995). For example, Gallivan (1988) interviewed children (ages 3 to 5 years) and adults about the meaning of 10 verbs common in early vocabularies.…”

Section: How the Ecm In Combination With The Sici Continuum Helps Umentioning

confidence: 99%

See 4 more Smart Citations

A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Maguire¹,

Hirsh‐Pasek²,

Golinkoff³

2006

Action Meets Word

View full text Add to dashboard Cite

This chapter expands a broad-based developmental theory of word learning (the emergentist coalition model [ECM]) to illuminate how children acquire language with a specific focus on verb acquisition. In so doing, it demonstrates how the theory of word learning originally developed for the understanding of noun learning can encompass the study of verbs. It also explains a persistent paradox in verb learning — why some verbs appear early even though the class of verbs is generally hard to master.

show abstract

Section: Part I the Traditional Account: Verbs Are Hardmentioning

confidence: 99%

“…The children in condition 2 saw four actors, each performing the target action. Prior research suggested that children are conservative in their verb extensions (Forbes & Farrar, 1993).…”

Section: --Insert Figure 1 About Here --mentioning

confidence: 99%