Learning the meaning of change-of-state verbs : a case study of German child language /

Mostrar otras versiones (1)
Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Wittek, Angelika, 1965-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Berlin ; New York : Mouton de Gruyter, 2002.
Colección:Studies on language acquisition ; 17.
Temas:
Language acquisition > Case studies.
Grammar, Comparative and general > Verb.
German language > Acquisition > Case studies.
Langage > Acquisition > Études de cas.
Verbe (Linguistique)
Allemand (Langue) > Acquisition > Études de cas.
LANGUAGE ARTS & DISCIPLINES > Linguistics > Psycholinguistics.
German language > Acquisition.
Language acquisition.
Case studies.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Chapter 1. Introduction
  • 1. What does it take to learn the meaning of a verb?
  • 1.1. Why learning the meaning of verbs is difficult
  • 1.2. Why learning the meaning of change-of-state verbs should be easy, but it isn't â€? previewing the paradox
  • 2. Goals and organization of this book
  • Chapter 2. A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't
  • 1. Children are sensitive to state changes from early on
  • 2. The learning problem: Children neglect the endstate in interpreting change-of-state verbs
  • 2.1. Evidence for childrenâ€?s neglect of the endstate2.2. Why would children neglect the endstate?
  • 2.3. How to test the scope of the neglect of endstate: The Transparent Endstate Hypothesis
  • 3. Conclusion
  • Chapter 3. Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis
  • 1. How causal state changes are lexicalized in German
  • 2. Experiment 1: Transparent endstates (Type: wachmachen â€?awake-makeâ€?)
  • 2.1. Method
  • 2.2. Experimental predictions
  • 2.3. Results
  • 2.4. A tree-based modeling analysis of the data
  • 2.5. Discussion3. Experiment 2: Transparent endstates (Type: wachklingeln â€?awake-ringâ€?)
  • 3.1. Method
  • 3.2. Experimental predictions
  • 3.3. Results
  • 3.4. Discussion
  • 4. Experiment 3: Transparent endstates made salient (Type: wachmachen â€?awake-makeâ€?)
  • 4.1. Method
  • 4.2. Experimental predictions
  • 4.3. Results
  • 4.4. A tree-based modeling analysis of the data
  • 4.5. Discussion
  • 5. General Discussion
  • 6. Conclusion
  • Chapter 4. A subtle learning problem: The Weak Endstate
  • 1. The resolution of the paradox?
  • 1.1. Characterizing childrenâ€?s interpretation of change-of-state verbs: the Weak Endstate1.2. “Weakâ€? endstates in the adult language
  • 1.3. Change-of-state verbs in a broader crosslinguistic perspective
  • 1.4. The learning problem is more subtle than we thought
  • 2. How does the child correct inappropriate Weak Endstate interpretations?
  • 2.1. The Syntactic Bootstrapping Hypothesis
  • 2.2. A related proposal: Morphological Bootstrapping
  • 2.3. The Semantic Structure Hypothesis Testing Hypothesis
  • 3. Conclusion
  • Chapter 5. Modifiers as cues to verb meaning1. How could the learner use modifiers as cues to verb meaning?
  • 1.1. What do modifiers do?
  • 1.2. The Adverbial Modification Cue Hypothesis
  • 2. A candidate solution to the Weak Endstate problem: wieder â€?againâ€?
  • 2.1. The properties of again
  • 2.2. Restitutive again as an Adverbial Modification Cue
  • 3. Do children have knowledge of restitutive wieder â€?againâ€?, and do caretakers use it in their speech?
  • 3.1. Evidence from previous studies
  • 3.2. A CHILDES search

Ejemplares similares