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Title: Children use syntax to learn verb meanings      
dateReleased:
04-23-2017
privacy:
information not available
aggregation:
instance of dataset
dateCreated:
07-17-2015
refinement:
curated
ID:
doi:10.17910/B7J01M
creators:
Naigles, Letitia
availability:
available
types:
other
description:
Verb learning is clearly a function of observation of real-world contingencies; however, it is argued that such observational information is insufficient to account fully for vocabulary acquisition. This paper provides an experimental validation of Landau & Gleitman's (1985) syntactic bootstrapping procedure; namely, that children may use syntactic information to learn new verbs. Pairs of actions were presented simultaneously with a nonsense verb in one of two syntactic structures. The actions were subsequently separated, and the children (MA = 2;1) were asked to select which action was the referent for the verb. The children's choice of referent was found to be a function of the syntactic structure in which the verb had appeared.
accessURL: https://doi.org/10.17910/B7J01M
storedIn:
Databrary
qualifier:
not compressed
format:
HTML
accessType:
landing page
authentication:
none
authorization:
none
abbreviation:
NYU
homePage: http://www.nyu.edu/
ID:
SCR:011458
name:
New York University
abbreviation:
Databrary
homePage: http://databrary.org/
ID:
SCR:010471
name:
Databrary

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