Article2008

Novel Noun and Verb Learning in Chinese-, English-, and Japanese-Speaking Children

Mutsumi Imai · Lianjing Li · Etsuko Haryu · Hiroyuki Okada · Kathy Hirsh‐Pasek · Roberta Michnick Golinkoff +1 more

227 citations0/0 files storedChild Development

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Language Development and Disorders Categorization, perception, and language Child and Animal Learning Development

Abstract

When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3- and 5-year-old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb-friendly languages (e.g., T. Tardif, 1996). The results also suggest that the input language uniquely shapes verb learning such that English-speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language-specific linguistic factors interact in lexical development.

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References

1972A Grammar of Spoken Chinese 1994Variability in Early Communicative Development 1990The Structural Sources of Verb Meanings 1988The importance of shape in early lexical learning 2001Language Acquisition and Conceptual Development 1982Why Nouns are Learned Before Verbs : Linguistic Relativity versus Natural Partitioning 1991Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns 1990Children use syntax to learn verb meanings

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