Nouns are not always learned before verbs
Evidence from Mandarin speakers' early vocabularies
Dados Bibliográficos
| ID | 9787516 |
|---|---|
| Autores | Twila Tardif (0000-0001-8739-9090, University of Michigan, autor correspondente) |
| Ano | 1996 |
| Volume | 32 |
| Fascículo | 3 |
| Páginas | 492-504 |
| Data de publicação | 1996-05-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Developmental Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.32.3.492 |
| OpenAlex | W2086868105 |
| Idioma | EN |
| Citações recebidas | 132 |
| Referências citadas | 25 |
This article examines D. Gentner's (1982) claim that nouns are universally predominant in children's early vocabularies. When a conservative method of counting nouns was used, 9 out of 10 22-month-old monolingual Mandarin-speaking children produced more verbs or action words than nouns or object labels in their naturalistic speech. When a more liberal definition of nouns was used, neither a noun nor a verb bias was found. Importantly, there was no difference in the type-token ratios of the children's use of nouns and verbs. Thus, a sampling bias type of explanation cannot explain the prevalence of verbs in these data. Instead, these data suggest the importance of variety of linguistic and sociocultural input factors in early word learning
Linguistics · Mandarin Chinese · Noun · Proper noun · Child and Animal Learning Development · Language Development and Disorders · Philosophy · Psychology · Reading and Literacy Development
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Concepts and CategorizationWe are grateful to Alice Healy, Robert Proctor, Brian Rogosky, and Irving Weiner for helpful comments on earlier drafts of this chapter. This research was funded by National Science Foundation Reese grant DRL‐0910218, and Department of Education IES grant R305A1100060. Correspondence concerning this chapter should be addressed to [email protected] or Robert Goldstone, Psychology Department, Indiana University, Bloomington, Indiana 47405. Further information about the laboratory can be found at http
Cultural Psychology
Parent–Infant Communicative Interactions in Cultural ContextCatherine S. Tamis‐LeMonda and Lulu Song are at New York University's Center for Research on Culture, Development, and Education, and acknowledge funding by NSF BCS grant #021859 and NSF Irads grant #0721383. We thank our colleagues and staff at the Center and NYU who contribute to our thinking about culture and development on a daily basis
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| Obras citantes distintas | 132 |
|---|---|
| Citações por ano | 4,4 |
| Intervalo de citações | 1996 - 2026 (31) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 117 |