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Action meets word: How children learn verbs Kathy Hirsh-Pasek Roberta Michnick Golinkoff Temple University University of Delaware (i) (ii) (iii) (iv) Preface: Setting the stage Roberta and Kathy I. Prerequisites to verb learning: Finding the verb Toby Mintz, University of Southern California Thierry Nazzi, University of Paris Jeff Lidz, Northwestern University II. Prerequisites to verb learning: Finding actions in events Jean Mandler, University of California San Diego Rachel Pulverman, Shannon Pruden, Roberta Golinkoff, and Kathy Hirsh-Pasek, Sara Salkind , University of Delaware and Temple University Amanda Woodward, Jenny Sootsman & Camille Woodson, University of Chicago Marianella Cassassola, Cornell University Dare Baldwin and Jeffrey Loucks, University of Washington Diane Poulin-Dubois and James Forbes, Concordia University III. When action meets word: Children learn their first verbs Cynthia Fisher, University of Illinois Letitia Naigles, University of Connecticut Mandy Maguire, Kathy Hirsh-Pasek, Roberta Golinkoff, Temple University and the University of Delaware Michael Tomasello and Jane Childers, Max Planck Douglas Behrend, University of Arkansas IV. How language influences verb learning: Cross-linguistic evidence Mutsumi Imai, Keio University Twila Tardiff, University of Michigan Soonja Choi, San Diego State University Lavin, Hall, and Waxman, Northwestern University Gentner, Northwestern University V. Commentary: What do we know about verb learning? *Lila Gleitman, University of Pennsylvania
Library of Congress Subject Headings for this publication:
Grammar, Comparative and general -- Verb.