TY - JOUR
T1 - Semantic detail in the developing verb lexicon
T2 - An extension of Naigles and Kako (1993)
AU - Arunachalam, Sudha
AU - Dennis, Shaun
N1 - Funding Information:
This research was funded by the National Institutes of Health awards NIH R03HD067485 and NIH K01DC013306. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We are grateful to the research assistants at Boston University’s Child Language Lab, to the reviewers, and to the participating families.
Publisher Copyright:
© 2018 John Wiley & Sons Ltd
PY - 2019/1
Y1 - 2019/1
N2 - Verbs are often uttered before the events they describe. By 2 years of age, toddlers can learn from such an encounter. Hearing a novel verb in transitive sentences (e.g. The boy lorped the cat), even with no visual referent present, they later map it to a causative meaning (e.g. feed) (e.g. Yuan & Fisher,). How much semantic detail does their verb representation include on this first, underinformative, encounter? Is the representation sparse, including only information for which they have evidence, or do toddlers make more specific guesses about the verb's meaning? In two experiments (N = 76, mean age 27 months), we address this using an event type studied by Naigles and Kako (); they found that when toddlers hear a novel transitive verb while simultaneously viewing a non-causative referent—a contact event such as patting—they map the verb to the contact event. In Experiment 1 we replicated this basic result. Further, toddlers’ representations persisted over a 5-minute delay, manifesting again during a retest. In Experiment 2, toddlers heard the verbs while watching two actors converse instead of while seeing contact events. At test, they showed no evidence of mapping the verbs to contact events, either initially or after a 5-minute delay, despite that in prior work they mapped verbs to causative events under identical circumstances. We infer that on hearing a novel verb in a transitive frame, absent a relevant visual scene, toddlers posit a more specific representation than the evidence requires—one that incorporates causative semantics. A video abstract of this article can be viewed at: https://youtu.be/aRCqSTbr6Bw.
AB - Verbs are often uttered before the events they describe. By 2 years of age, toddlers can learn from such an encounter. Hearing a novel verb in transitive sentences (e.g. The boy lorped the cat), even with no visual referent present, they later map it to a causative meaning (e.g. feed) (e.g. Yuan & Fisher,). How much semantic detail does their verb representation include on this first, underinformative, encounter? Is the representation sparse, including only information for which they have evidence, or do toddlers make more specific guesses about the verb's meaning? In two experiments (N = 76, mean age 27 months), we address this using an event type studied by Naigles and Kako (); they found that when toddlers hear a novel transitive verb while simultaneously viewing a non-causative referent—a contact event such as patting—they map the verb to the contact event. In Experiment 1 we replicated this basic result. Further, toddlers’ representations persisted over a 5-minute delay, manifesting again during a retest. In Experiment 2, toddlers heard the verbs while watching two actors converse instead of while seeing contact events. At test, they showed no evidence of mapping the verbs to contact events, either initially or after a 5-minute delay, despite that in prior work they mapped verbs to causative events under identical circumstances. We infer that on hearing a novel verb in a transitive frame, absent a relevant visual scene, toddlers posit a more specific representation than the evidence requires—one that incorporates causative semantics. A video abstract of this article can be viewed at: https://youtu.be/aRCqSTbr6Bw.
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U2 - 10.1111/desc.12697
DO - 10.1111/desc.12697
M3 - Article
C2 - 30039901
AN - SCOPUS:85058546155
VL - 22
JO - Developmental Science
JF - Developmental Science
SN - 1363-755X
IS - 1
M1 - e12697
ER -