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Titolo:
WHEN IS IT BEST TO HEAR A VERB - THE EFFECTS OF THE TIMING AND FOCUS OF VERB MODELS ON CHILDRENS LEARNING OF VERBS
Autore:
AMBALU D; CHIAT S; PRING T;
Indirizzi:
CITY UNIV LONDON,DEPT CLIN COMMUN STUDIES,NORTHAMPTON SQ LONDON EC1V 0HB ENGLAND CITY UNIV LONDON,DEPT CLIN COMMUN STUDIES LONDON EC1V 0HB ENGLAND
Titolo Testata:
Journal of child language
fascicolo: 1, volume: 24, anno: 1997,
pagine: 25 - 34
SICI:
0305-0009(1997)24:1<25:WIIBTH>2.0.ZU;2-X
Fonte:
ISI
Lingua:
ENG
Soggetto:
SEMANTICS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
7
Recensione:
Indirizzi per estratti:
Citazione:
D. Ambalu et al., "WHEN IS IT BEST TO HEAR A VERB - THE EFFECTS OF THE TIMING AND FOCUS OF VERB MODELS ON CHILDRENS LEARNING OF VERBS", Journal of child language, 24(1), 1997, pp. 25-34

Abstract

This paper explores the effects of certain aspects of verb input on verb acquisition. It has been observed that the timing of a verb model affects children's learning of the verb (Tomasello & Kruger, 1992). Ithas also been observed that the focus of the event to which the verb refers affects the argument structure children assign to the verb (Pinker, 1989). This experiment investigated the interaction between the timing of verb models and the focus of the events to which they refer. Thirty children aged from 2;3 to 3;6 heard two novel verbs, one movement focused and the other result focused. Half heard the verbs before the event (impending condition) and half after it (completed condition). An interaction of verb timing and verb focus was found. The movementverb was learned better in the impending condition and the result verb in the completed condition. The contribution of this finding to our understanding of the processes involved in verb acquisition is considered.

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Documento generato il 01/12/20 alle ore 07:35:42