Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-12-01T03:30:22.982Z Has data issue: false hasContentIssue false
  • English
  • Français

Why theories of word learning don't always work as theories of verb learning

Published online by Cambridge University Press:  17 December 2002

Letitia R. Naigles
Letitia R. Naigles
Affiliation:
Department of Psychology, University of Connecticut, Storrs, CT 06269-1020 [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Bloom's theory of word learning has difficulty accounting for children's verb acquisition. There is no predominant preverbal event concept, akin to the preverbal object concept, to direct children's early event-verb mappings. Children may take advantage of grammatical and linguistic information in verb acquisition earlier than Bloom allows. A distinction between lexical and grammatical learning is difficult to maintain for verb acquisition.

Type
Brief Report
Information
Behavioral and Brain Sciences , Volume 24 , Issue 6 , December 2001 , pp. 1113 - 1114
Copyright
© 2001 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)