The Effect of Input on Children’s Cross-Categorical Use of Polysemous Noun-Verb Pairs

REFERENCES

• Arriaga, Rose I., Larry Fenson, Terry Cronan & Stephen J. Pethick. 1998. Scores on the MacArthur Communicative Development Inventory of children from low- and middle-income families. Applied Psycholinguistics 19(2). 209–225.
   Web of Science ®Google Scholar
• Barner, David. 2001. Light verbs and the flexible use of words as noun and verb in early language learning. Montreal, QC: McGill University dissertation.
   Google Scholar
• Bates, Elizabeth, Inge Bretherton & Lynn Sebestyen Snyder. 1988. From first words to grammar: Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.
   Google Scholar
• Berman, Ruth. 2000. Children’s innovative verbs versus nouns: Structured elicitations and spontaneous coinages. In Lisa Menn & Nan Berstein-Ratner (eds.), Methods in studying language production, 69–93. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Bowerman, Melissa. 1982. Reorganizational processes in lexical and syntactic development. In Eric Wanner & Lila R. Gleitman (eds.), Language acquisition: The state of the art, 319–346. Cambridge: Cambridge University Press.
   Google Scholar
• Brown, Roger. 1973. A first language: The early stages. Cambridge, MA: Harvard University Press.
   Google Scholar
• Clark, Eve V. 1982. The young word maker: A case study of innovation in the child’s lexicon. In Eric Wanner & Lila R. Gleitman (eds.), Language acquisition: The state of the art, 390–425. Cambridge: Cambridge University Press.
   Google Scholar
• Clark, Eve V. 1985. The acquisition of Romance, with special reference to French. In Dan I. Slobin (ed.), The crosslinguistic study of language acquisition. Vol. 1: The data. 687–782. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Clark, Eve V. 1993. The lexicon in acquisition. Cambridge: Cambridge University Press.
   Google Scholar
• Clark, Eve V. & Ruth A. Berman. 1984. Structure and use in the acquisition of word formation. Language 60(3). 542–590.
   Web of Science ®Google Scholar
• Clark, Eve V. & Herbert H. Clark. 1979. When nouns surface as verbs. Language 55(4). 767–811.
   Web of Science ®Google Scholar
• Clark, Eve V. & Barbara F. Hecht. 1982. Learning to coin agent and instrument nouns. Cognition 12(1). 1–24.
   PubMed Web of Science ®Google Scholar
• Conwell, Erin. 2008. Resolving ambicategoricality in language acquisition: The role of perceptual cues. Unpublished Doctoral Dissertation. Brown University, Providence, RI.
   Google Scholar
• Conwell, Erin & James Morgan. 2008, March. Learning about cross-category word use: The role of prosodic cues. Paper presented at the 16th International Conference on Infant Studies, Vancouver, Canada.
   Google Scholar
• Conwell, Erin & James Morgan. 2012. Is it a noun or is it a verb? Resolving the ambicategoricality problem. Language Learning and Development 8(2). 87–112.
   PubMedGoogle Scholar
• Copesake, Ann & Ted Briscoe. 1995. Semi-productive polysemy and sense extension. Journal of Semantics 12(1). 15–67.
   Google Scholar
• Demuth, Katherine, Jennifer Culbertson & Jennifer Alter. 2006. Word-minimality, epenthesis and codalicensing in the acquisition of English. Language and Speech 49. 137–174.
   PubMed Web of Science ®Google Scholar
• Demuth, Katherine, Malillo Machobane & Francina Moloi. 2003. Rules and construction effects in learning the argument structure of verbs. Journal of Child Language 30(4). 797–821.
   PubMed Web of Science ®Google Scholar
• Fenson, Larry, Philip S. Dale, Steven Reznick, Elizabeth Bates, Donna J. Thal & Steven J. Pethick. 1994. Variability in early communicative development. Monographs of the Society for Research in Child Development 59(5). 1–185.
   PubMed Web of Science ®Google Scholar
• Ferguson, George A. & Yoshio Takane. 1989. Statistical analysis in psychology and education, 6th edn. London: McGraw-Hill.
   Google Scholar
• Frank, Ilana, Diane Poulin-Dubois & Natasha Trudeau. 1997. Inventaire MacArthur du Développement de la Communication: Mots et énoncés. Montreal, QC:Concordia University.
   Google Scholar
• Goldin-Meadow, Susan & Carolyn Mylander. 1984. Gestural communication in deaf children: The effects and noneffects of parental input on early language develpment. Monographs of the Society for Research in Child Development 49(3/4). 1–151.
   PubMed Web of Science ®Google Scholar
• Gombert, Jean Emile. 1992. Metalinguistic development. Chicago: University of Chicago Press.
   Google Scholar
• Hirsh-Pasek, Kathy & Roberta Michnick Golinkoff. 1996. The intermodal preferential looking paradigm: A window onto emerging language comprehension. In Dana McDaniel, Cecile McKee & Helen Smith Cairns (eds.), Methods for assessing children’s syntax, 105–124. Cambridge, MA: MIT Press.
   Google Scholar
• Hudson Kam, Carla L. & Elissa L. Newport. 2005. Regularizing unpredictable variation: The roles of adult and child learners in language formation and change. Language Learning and Development 1(2). 151–195.
   Google Scholar
• Huttenlocher, Janellen, Wendy Haight, Anthony Bryk, Michael Seltzer & Thome Lyons. 1991. Early vocabulary growth: Relation to language input and gender. Developmental Psychology 27. 236–248.
   Web of Science ®Google Scholar
• Kemler Nelson, Deborah G., Anne Frakenfield, Catherine Morries & Elizabeth Blair. 2000. Young children’s use of functional information to categorize artifacts: Three factors that matter. Cognition 77(2). 133–168.
   PubMed Web of Science ®Google Scholar
• Klein, Devorah E. & Gregory L. Murphy. 2001. The representation of polysemous words. Journal of Memory and Language 45. 259–282.
   Web of Science ®Google Scholar
• Klepousniotou, Ekaterini, Debra Titone, & Carolina Romero. 2008. Making sense of word senses: The comprehension of polysemy depends on sense overlap. Journal of Experimental Psychology: Learning, Memory and Cognition 34(6). 1534–1543.
   PubMed Web of Science ®Google Scholar
• Koulaguina, Elena & Rushen Shi. 2010. The mechanism underlying the learning of rules and exceptions in 14-month-old infants. In Katie Franich, Kate Mesh Iserman & Lauren Keil (eds.), A supplement to the Proceedings of the 34th Boston University Conference on Language Development [BUCLD34], 1–13. Somerville, MA: Cascadilla Press.
   Google Scholar
• Kuczaj, Stan A. 1978. Children’s judgements of grammatical and ungrammatical irregular past-tense verbs. Child Development 49(2). 319–326.
   Web of Science ®Google Scholar
• Lieven, Elena, Julian M. Pine & Gillian Baldwin. 1997. Lexically-based learning and early grammatical development. Child Development 24(1). 187–220.
   Google Scholar
• Lippeveld, Marie & Yuriko Oshima-Takane. 2008, March. Do verbal cues facilitate the learning of nouns? Paper presented at the 16th annual International Conference on Infant Studies, Vancouver, Canada.
   Google Scholar
• Lippeveld, Marie & Yuriko Oshima-Takane. 2011. The dax is daxing the cheese: When do children acquire class extension rules for denominal verbs? In Nick Danis, Kate Mesh & Hyunsuk Sung (eds.), Proceedings supplement of the 35th Annual Boston University Conference on Language Development [BUCLD]. Somerville, MA: Cascadilla Press. http://www.bu.edu/bucld/proceedings/supplement/vol35/.
   Google Scholar
• Lippeveld, Marie & Yuriko Oshima-Takane. 2012. Coding object-, nonobject and action-denoting words as nouns or verbs in French. Unpublished manuscript. Montreal, QC: McGill University.
   Google Scholar
• Lippeveld, Marie & Oshima-Takane, Yuriko. 2013. Verbs to nouns and nouns to verbs: When do children acquire class extension rules for deverbal nouns and denominal verbs? Applied Psycholinguistics. Advance online publication. doi:10.1017/S0142716413000349
   Web of Science ®Google Scholar
• Macnamara, John. 1982. Names for things: A study of human learning. Cambridge, MA: MIT Press.
   Google Scholar
• MacWhinney, Brian. 2000. The CHILDES Project: Tools for analyzing talk, 3rd edn. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Moravcsik, Julius. 1998. Meaning, creativity, and the partial inscrutability of the human mind. Stanford, CA: CSLI Publications.
   Google Scholar
• Murphy, Gregory L. 2007. Parsimony and the psychological representation of polysemous words. In Marina Rakova, Gergely Petho & Csilla Rakosi (eds.), The cognitive basis of polysemy. Frankfurt am Main, Germany: Peter Lang Verlag.
   Google Scholar
• Naigles, Letitia R., Edith L. Bavin & Melissa A. Smith. 2005. Toddlers recognize verbs in novel situations and sentences. Developmental Science 8(5). 424–431.
   PubMed Web of Science ®Google Scholar
• Oshima-Takane, Yuriko, David Barner, Scott Bellamy, Rabia Butt, Geert-Jan A.Boudewijnse & Amy Weinlick. 1999. Coding gestalt and non-gestalt words as nouns or verbs. Montreal, QC: McGill University.
   Google Scholar
• Oshima-Takane, Yuriko, David Barner, Mayada Elsabbagh, & A.M. Sonia Guerriero. 2001. Learning of deverbal nouns. Paper presented at the 8th Congress of the International Association for the Study of Child Language, San Sebastian, Spain.
   Google Scholar
• Oshima-Takane, Yuriko, Susanne Miyata & Norio Naka. 2000. Acquisition of grammatical categories: The role of physical objects and input. Studies in Language Sciences 1. 97–109.
   Google Scholar
• Petitjean, Etienne & Susanne Salmon-Alt. 2012. Le trésor de la langue Française informatisé (Version 2.1) [Online dictionary]. Available at http://www.cnrtl.fr/portail/
   Google Scholar
• Pustejovsky, James. 1995. The generative lexicon. Cambridge, MA: MIT Press.
   Google Scholar
• Seidenberg, Mark S., Michael K. Tanenhaus, James M. Leiman & Marie Bienkowski. 1982. Automatic access of the meanings of ambiguous words in context: Some limitations of knowledge-based processing. Cognitive Psychology 14(4). 489–537.
   Web of Science ®Google Scholar
• Shi, Rushen & Annick Moisan. 2009. Prosodic cues to noun and verb categories in infant-directed speech. Paper presented at the 32nd Annual Boston University Conference on Language Development, Somerville, MA.
   Google Scholar
• Singleton, Jenny & Elissa L. Newport. 2004. When learners surpass their models: The acquisition of American Sign Language from inconsisten input. Cognitive Psychology 49(4). 370–407.
   PubMed Web of Science ®Google Scholar
• Slobin, Dan I. 1973. Cognitive prerequisites for the development of grammar. In C. A. Ferguson & D. I. Slobin (eds.), Studies in child language development. New York: Holt, Rinehart, Winston.
   Google Scholar
• Srinivasan, Mahesh & Jesse Snedeker. 2011. Judging a book by its cover and its contents: The representation of polysemous and homophonous meanings in four-year-old children. Cogntive Psychology 62(4). 245–272.
   PubMed Web of Science ®Google Scholar
• Suppes, Patrick. 1974. The semantics of children’s language. American Psychologist 29. 103–114.
   Web of Science ®Google Scholar
• Tyler, Andrea & Vyvyan Evans. 2001. Reconsidering prepositional polysemy networks: The case of over. Language 77(4). 724–765.
   Web of Science ®Google Scholar