As its title suggests, this is not a book aimed at the reader with a more general interest in child development, focussing as it does on a particular topic (verb-learning) in a particular subfield of language acquisition (word-learning). That said, the 21 chapters of this vo-lume between them approach the topic of verb-learning from a sufficiently wide range of theoretical and metho-dological angles to ensure that most child language researchers will find at least something to interest them. The three chapters that comprise the first section investigate the question of
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