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Produktbild: Action Meets Word

Action Meets Word How children learn verbs

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

01.04.2006

Herausgeber

Kathy Hirsh-Pasek + weitere

Verlag

Oxford University Press

Seitenzahl

608

Maße (L/B/H)

24/16,1/3,7 cm

Gewicht

970 g

Sprache

Englisch

ISBN

978-0-19-517000-9

Beschreibung

Rezension

...an impressive compilation of up-to-the-minutes ideas, research and theories from the leading thinkers in the field of verb acquisition research...an essential handbook for all researchers and post-graduate students...[and] those taking undergraduate or A-level courses. Psychology Teaching Review

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

01.04.2006

Herausgeber

Verlag

Oxford University Press

Seitenzahl

608

Maße (L/B/H)

24/16,1/3,7 cm

Gewicht

970 g

Sprache

Englisch

ISBN

978-0-19-517000-9

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Action Meets Word

    • Introduction: Progress on the Verb Learning Front

    • Part I Prerequisites to Verb Learning: Finding the Verb

    • 1: Toby H. Mintz: Finding the Verbs: Distributional Cues Available to Young Learners

    • 2: Thierry Nazzi and Derek Houston: Finding Verb Dorms Within the Continuous Speech Stream

    • 3: Morten H. Christiansen and Padraic Monaghan: Discovering Verbs Through Multiple-Cue Integration

    • Part II Prerequisites to Verb Learning: Finding Actions in Events

    • 4: Jean M. Mandler: Actions Organize the Infant's World

    • 5: Rachel Pulverman, Kathy Hirsh-Pasek, Roberta M. Golinkoff, Shannon Pruden, and Sara J. Salkind: Conceptual Foundations for Verb Learning: Celebrating the Event

    • 6: Marianella Cassassola, Jui Bhagwat and Kim T. Ferguson: Precursors to Verb Learning: Infants' Understanding of Motion Events

    • 7: Soonja Choi: Preverbal Spatial Cognition and Language-Specific Input: Categories of Containment and Support

    • 8: Jennifer Sootsman Buresh, Amanda Woodward, and Camille Brune: The Roots of Verbs in Prelinguistic Action Knowledge

    • 9: Jeffrey T. Loucks and Dare Baldwin: When Is a Grasp a Grasp? Characterizing Some Basic Components of Human Action Processing

    • 10: Diane Poulin-Dubois and James Forbes: Word, Intention, and Action: A Two-Tiered Model of Action Word Learning

    • 11: Douglas A. Behrend and Jason M. Scofield: Verbs, Actions, and Intentions

    • Part III When Action Meets Word: Children Learn Their First Verbs

    • 12: Jane B. Childers and Michael Tomasello: Are Nouns Easier to Learn Than Verbs? Three Experimental Studies

    • 13: Letitia Naigles and Erika Hoff: Verbs at the Very Beginning: Parallels Between Comprehension and Input

    • 14: Mandy Maguire, Kathy Hirsh-Pasek and Roberta Golinkoff: A Unified Theory of Word Learning: Putting Verb Acquisition in Context

    • 15: Cynthia Fisher and Hyun-joo Song: Who's the Subject? Sentence Structure and Verb Meaning

    • Part VI How Language Influences Verb Learning: Cross-Linguistic Evidence

    • 16: Jeff Lidz: Verb Learning as a Probe Into Children's Grammars

    • 17: Mutsumi Imai, Etsuko Haryo, Hiroyuki Okada, Li Lianjing, and Jun Shigematsu: Revisiting the Noun-Verb Debate: A Cross-Linguistic Comparison of Novel Noun and Verb Learning in English-, Japanese- and Chinese-Speaking Children

    • 18: Twila Tardif: But Are They Really Verbs?: Chinese Words for Action

    • 19: Alan W. Kersten, Linda B. Smith, and Hanako Yoshida: Influences of Object Knowledge on the Acquisition of Verbs in English and Japanese

    • 20: Tracy Lavin, D. Geoffrey Hall, and Sandra R. Waxman: East and West: A Role for Culture in the Acquisition of Nouns and Verbs

    • 21: Dedre Gentner: Why Verbs are Hard to Learn