A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Mandy J. Maguire · Kathy Hirsh‐Pasek · Roberta Michnick Golinkoff

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Language Development and Disorders Reading and Literacy Development Child and Animal Learning Development

Abstract

Abstract This chapter expands a broad-based developmental theory of word learning (the emergentist coalition model [ECM]) to illuminate how children acquire language with a specific focus on verb acquisition. In so doing, it demonstrates how the theory of word learning originally developed for the understanding of noun learning can encompass the study of verbs. It also explains a persistent paradox in verb learning — why some verbs appear early even though the class of verbs is generally hard to master.

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1932A Handbook of Child Psychology 1968Concreteness, imagery, and meaningfulness values for 925 nouns.1994Variability in Early Communicative Development 1990The Structural Sources of Verb Meanings 2007The Handbook of Child Language 1985Advances in infancy research 2013Learnability and Cognition 1982Why Nouns are Learned Before Verbs : Linguistic Relativity versus Natural Partitioning

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