Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-22T06:16:19.539Z Has data issue: false hasContentIssue false
  • English
  • Français

Kathy Hirsh-Pasek & Roberta M. Golinkoff (eds), Action meets word. How children learn verbs. Oxford: Oxford University Press, 2006. Pp. 608. ISBN 978-0-19-517000-9.

Published online by Cambridge University Press:  27 June 2008

Yael Gertner
Yael Gertner
Affiliation:
University of Illinois Urbana-Champaign
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Journal of Child Language , Volume 35 , Issue 3 , August 2008 , pp. 727 - 733
Copyright
Copyright © 2008 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Conwell, E. & Demuth, K. (2007). Early syntactic productivity: evidence from dative shift. Cognition 103, 163–79.CrossRefGoogle ScholarPubMed
Fernandes, K., Marcus, G. F., DiNubila, J. A. & Vouloumanos, A. (2006). From semantics to syntax and back again: argument structure in the third year of life. Cognition 100, B10–B20.CrossRefGoogle ScholarPubMed
Gertner, Y., Fisher, C. & Eisengart, J. (2006). Learning words and rules: abstract knowledge of word order in early sentence comprehension. Psychological Science 17, 684–91.CrossRefGoogle ScholarPubMed
Snedeker, J. & Trueswell, J. C. (2004). The developing constraints on parsing decisions: The use of lexical-biases and referential scenes in child and adult sentence processing. Cognitive Psychology 49, 238–99.CrossRefGoogle ScholarPubMed