A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English,Spanish, and Japanese |
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| Authors: | Mandy J. Maguire Kathy Hirsh-Pasek Roberta Michnick Golinkoff Mutsumi Imai Etsuko Haryu Sandra Vanegas Hiroyuki Okada Rachel Pulverman Brenda Sanchez-Davis |
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| Affiliation: | 1. University of Texas at Dallas, Callier Center for Communication Disorders, 1966 Inwood Rd., Dallas, TX 75235, United States;2. Temple University, 1801 N. Broad Street, Philadelphia, PA 19122, United States;3. University of Delaware, Willard Hall Education Building, Newark, DE 19716, United States;4. Keio University, Keio University at Shonan-Fujisawa, 5322 Endo, Fujisawa, Kanagawa 252-8520, Japan;5. University of Tokyo, Hongo, Bunkyo-ku, Tokyo 113-0033, Japan;6. Tamagawa University, 6-1-1 Tamagawagakuen, Machida-shi, Tokyo 194-8610, Japan;1. Department of Electrical and Electronic Engineering, Universiti Tunku Abdul Rahman, Bandar Sungai Long, Cheras, 43000 Kajang, Selangor Darul Ehsan, Malaysia;2. Department of Internet Engineering and Computer Science, Universiti Tunku Abdul Rahman, Bandar Sungai Long, Cheras, 43000 Kajang, Selangor Darul Ehsan, Malaysia;3. Department of Informatics School of Science and Technology, Kwansei Gakuin University, 2-1 Gakuen, Sanda, Hyogo 669-1337, Japan;4. Orange Labs, 905 rue Albert Einstein, Sophia Antipolis, 06921, Antibes, Nice, France;1. Department of Psychology, Lehigh University, Bethlehem, PA 18015, USA;2. Department of Psychology, Pennsylvania State University, University Park, PA 16802, USA;3. Department of Teaching and Learning, Temple University, Philadelphia, PA 19122, USA;4. Department of Experimental Psychology, University of Leuven, 3000 Leuven, Belgium;1. Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, United States;2. Department of Psychology, Harvard University, United States;3. Department of Linguistics and Philosophy, Massachusetts Institute of Technology, United States;4. Department of English Language and Literature, Hanyang University, Republic of Korea;1. Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d’Études Cognitives (École Normale Supérieure – PSL Research University), Paris, France;2. Maternité Port-Royal, AP-HP, Faculté de Médecine Paris Descartes, France;3. Department of Psychology and Institute for Research in Cognitive Science, University of Pennsylvania, United States |
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| Abstract: | 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. |
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