A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English,Spanish, and Japanese

The world’s languages draw on a common set of event components for their verb systems. Yet, these components are differentially distributed across languages. At what age do children begin to use language-specific patterns to narrow possible verb meanings? English-, Japanese-, and Spanish-speaking adults, toddlers, and preschoolers were shown videos of an animated star performing a novel manner along a novel path paired with a language-appropriate nonsense verb. They were then asked to extend that verb to either the same manner or the same path as in training. Across languages, toddlers (2- and 2.5-year-olds) revealed a significant preference for interpreting the verb as a path verb. In preschool (3- and 5-year-olds) and adulthood, the participants displayed language-specific patterns of verb construal. These findings illuminate the way in which verb construal comes to reflect the properties of the input language.     

Schema‐driven source misattribution errors: remembering the expected from a witnessed event

When recollection is difficult, people may use schematic processing to enhance memory. Two experiments showed that a delay between witnessing and recalling a visual sequence increases schematic processing, resulting in stereotypic memory errors. Participants watched a slide show of a man and a woman performing stereotype‐consistent and stereotype‐inconsistent actions, followed by an immediate or delayed memory test. Over a two‐day delay, stereotype‐inconsistent actions were increasingly misremembered as having been performed by the stereotype‐consistent actor (Experiment 1). All the source errors increased, regardless of stereotype consistency, when the wrong actor was suggested. When we merely suggested that ‘someone’ performed an action (Experiment 2), only stereotype‐consistent source errors were increased. Although visual scenes are typically well remembered, these results suggest that when memory fades, reliance on schemata increases, leading to increased stereotypic memory errors. Copyright © 2007 John Wiley & Sons, Ltd.