| Description |
1 online resource (viii, 233 pages) |
| Series |
Studies on language acquisition ; 17 |
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Studies on language acquisition ; 17.
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| Contents |
Chapter 1. Introduction -- 1. What does it take to learn the meaning of a verb? -- 1.1. Why learning the meaning of verbs is difficult -- 1.2. Why learning the meaning of change-of-state verbs should be easy, but it isn't � previewing the paradox -- 2. Goals and organization of this book -- Chapter 2. A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't -- 1. Children are sensitive to state changes from early on -- 2. The learning problem: Children neglect the endstate in interpreting change-of-state verbs |
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2.1. Evidence for children�s neglect of the endstate2.2. Why would children neglect the endstate? -- 2.3. How to test the scope of the neglect of endstate: The Transparent Endstate Hypothesis -- 3. Conclusion -- Chapter 3. Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis -- 1. How causal state changes are lexicalized in German -- 2. Experiment 1: Transparent endstates (Type: wachmachen �awake-make�) -- 2.1. Method -- 2.2. Experimental predictions -- 2.3. Results -- 2.4. A tree-based modeling analysis of the data |
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2.5. Discussion3. Experiment 2: Transparent endstates (Type: wachklingeln �awake-ring�) -- 3.1. Method -- 3.2. Experimental predictions -- 3.3. Results -- 3.4. Discussion -- 4. Experiment 3: Transparent endstates made salient (Type: wachmachen �awake-make�) -- 4.1. Method -- 4.2. Experimental predictions -- 4.3. Results -- 4.4. A tree-based modeling analysis of the data -- 4.5. Discussion -- 5. General Discussion -- 6. Conclusion -- Chapter 4. A subtle learning problem: The Weak Endstate -- 1. The resolution of the paradox? |
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1.1. Characterizing children�s interpretation of change-of-state verbs: the Weak Endstate1.2. “Weak� endstates in the adult language -- 1.3. Change-of-state verbs in a broader crosslinguistic perspective -- 1.4. The learning problem is more subtle than we thought -- 2. How does the child correct inappropriate Weak Endstate interpretations? -- 2.1. The Syntactic Bootstrapping Hypothesis -- 2.2. A related proposal: Morphological Bootstrapping -- 2.3. The Semantic Structure Hypothesis Testing Hypothesis -- 3. Conclusion |
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Chapter 5. Modifiers as cues to verb meaning1. How could the learner use modifiers as cues to verb meaning? -- 1.1. What do modifiers do? -- 1.2. The Adverbial Modification Cue Hypothesis -- 2. A candidate solution to the Weak Endstate problem: wieder �again� -- 2.1. The properties of again -- 2.2. Restitutive again as an Adverbial Modification Cue -- 3. Do children have knowledge of restitutive wieder �again�, and do caretakers use it in their speech? -- 3.1. Evidence from previous studies -- 3.2. A CHILDES search |
| Bibliography |
Includes bibliographical references (pages 209-225) and indexes |
| Subject |
Language acquisition -- Case studies
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Grammar, Comparative and general -- Verb.
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German language -- Acquisition -- Case studies
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LANGUAGE ARTS & DISCIPLINES -- Linguistics -- Psycholinguistics.
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German language -- Acquisition
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Grammar, Comparative and general -- Verb
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Language acquisition
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| Genre/Form |
Case studies
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| Form |
Electronic book
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| ISBN |
9783110907988 |
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3110907984 |
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