Affiliation:
1. Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
2. Department of Communicative Sciences and Disorders, New York University, New York
Abstract
Purpose
Verb learning is a critical but challenging part of language acquisition. Children with or at increased risk for developmental language disorder may particularly struggle with verb learning, and poor verb representations in turn may negatively impact children's language outcomes. Our goal is to examine literature on children's acquisition of verbs, identifying manipulable factors that may determine the ease or difficulty of acquiring a new verb meaning.
Method
In this narrative, nonsystematic review, we discuss findings about how verbs are learned and represented.
Results
Several aspects of the learning environment affect children's efforts to acquire verbs, including the linguistic context in which the verb is introduced, the timing of the linguistic label relative to the event it describes, the visual and linguistic variability, and the dose frequency.
Conclusions
We conclude that some learning situations are likely to be more helpful for children in the process of verb learning than others. We highlight some of the factors that contribute to good learning situations, and we discuss how these may differ depending on properties of the child and of the verb itself. Finally, we propose hypotheses for future translational and clinical research.
Publisher
American Speech Language Hearing Association
Cited by
11 articles.
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