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Index
Cover
Half Title
Title Page
Copyright Page
Table of Contents
1 Introduction: Verbs Are Words Too
Part I Early Words for Action
2 Conceptual Development and the Child’s Early Words for Events, Objects, and Persons
3 Names, Relational Words, and Cognitive Development in English and Korean Speakers: Nouns Are Not Always Learned Before Verbs
4 Differences in the Acquisition of Early Verbs: Evidence from Diary Data from Sisters
Part II Basic Principles of Verb Learning
5 Pragmatic Contexts for Early Verb Learning
6 Children’s Disposition to Map New Words Onto New Referents
7 Lexical Principles Can Be Extended to the Acquisition of Verbs
8 The Dual Category Problem in the Acquisition of Action Words
9 Processes Involved in the Initial Mapping of Verb Meanings
Part III The Role of Argument Structure
10 Verbs of a Feather Flock Together: Semantic Information in the Structure of Maternal Speech
11 Syntactic Bootstrapping from Start to Finish with Special Reference to Down Syndrome
12 Missing Arguments and the Acquisition of Predicate Meanings
13 Verb Argument Structure and the Problem of Avoiding an Overgeneral Grammar
14 Hedgehogs, Foxes, and the Acquisition of Verb Meaning
Author Index
Subject Index
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