7 found
  1.  23
    Form is Easy, Meaning is Hard: Resolving a Paradox in Early Child Language.Letitia R. Naigles - 2002 - Cognition 86 (2):157-199.
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  2.  4
    The Use of Multiple Frames in Verb Learning Via Syntactic Bootstrapping.Letitia R. Naigles - 1996 - Cognition 58 (2):221-251.
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  3.  10
    Mandarin Learners Use Syntactic Bootstrapping in Verb Acquisition.Joanne N. Lee & Letitia R. Naigles - 2008 - Cognition 106 (2):1028-1037.
  4.  17
    Paradox Lost? No, Paradox Found! Reply to Tomasello and Akhtar.Letitia R. Naigles - 2003 - Cognition 88 (3):325-329.
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  5. E. Glenn Schellenberg (University of Windsor) Expectancy in Melody: Tests of the Implication-Realization Model, 75-125.Letitia R. Naigles & Judit Druks - 1996 - Cognition 58:377-378.
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  6. Early Word Order Usage in Preschool Mandarin-Speaking Typical Children and Children With Autism Spectrum Disorder: Influences of Caregiver Input?Ying Alice Xu, Letitia R. Naigles & Yi Esther Su - 2022 - Frontiers in Psychology 12.
    This study explores the emergence and productivity of word order usage in Mandarin-speaking typically-developing children and children with autism spectrum disorder, and examines how this emergence relates to frequency of use in caregiver input. Forty-two caregiver-child dyads participated in video-recorded 30-min semi-structured play sessions. Eleven children with ASD were matched with 10 20-month-old TD children and another 11 children with ASD were matched with 10 26-month-old TD children, on expressive language. We report four major findings: Preschool Mandarin-speaking children with ASD (...)
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    Why Theories of Word Learning Don't Always Work as Theories of Verb Learning.Letitia R. Naigles - 2001 - Behavioral and Brain Sciences 24 (6):1113-1114.
    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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