Why theories of word learning don't always work as theories of verb learning
Behavioral and Brain Sciences 24 (6):1113-1114 (2001)
| 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. | |||||||||
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