We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
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
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.
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. Cognition103, 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. Cognition100, 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 Science17, 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 Psychology49, 238–99.CrossRefGoogle ScholarPubMed