Learning the meaning of change-of-state verbs

Name: Learning the meaning of change-of-state verbs | A case study of German child language
Brand: De Gruyter Mouton
Price: 139.95 EUR
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A case study of German child language

Angelika Wittek(Autor*in)

De Gruyter Mouton (Verlag)

1. Auflage

Erschienen am 27. September 2011

VIII, 233 Seiten

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978-3-11-090798-8 (ISBN)

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Inhalt

Intro
Chapter 1. Introduction
1. What does it take to learn the meaning of a verb?
1.1. Why learning the meaning of verbs is difficult
1.2. Why learning the meaning of change-of-state verbs should be easy, but it isn't - previewing the paradox
2. Goals and organization of this book
Chapter 2. A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't
1. Children are sensitive to state changes from early on
2. The learning problem: Children neglect the endstate in interpreting change-of-state verbs
2.1. Evidence for children's neglect of the endstate
2.2. Why would children neglect the endstate?
2.3. How to test the scope of the neglect of endstate: The Transparent Endstate Hypothesis
3. Conclusion
Chapter 3. Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis
1. How causal state changes are lexicalized in German
2. Experiment 1: Transparent endstates (Type: wachmachen 'awake-make')
2.1. Method
2.2. Experimental predictions
2.3. Results
2.4. A tree-based modeling analysis of the data
2.5. Discussion
3. Experiment 2: Transparent endstates (Type: wachklingeln 'awake-ring')
3.1. Method
3.2. Experimental predictions
3.3. Results
3.4. Discussion
4. Experiment 3: Transparent endstates made salient (Type: wachmachen 'awake-make')
4.1. Method
4.2. Experimental predictions
4.3. Results
4.4. A tree-based modeling analysis of the data
4.5. Discussion
5. General Discussion
6. Conclusion
Chapter 4. A subtle learning problem: The Weak Endstate
1. The resolution of the paradox?
1.1. Characterizing children's interpretation of change-of-state verbs: the Weak Endstate
1.2. "Weak" endstates in the adult language
1.3. Change-of-state verbs in a broader crosslinguistic perspective
1.4. The learning problem is more subtle than we thought
2. How does the child correct inappropriate Weak Endstate interpretations?
2.1. The Syntactic Bootstrapping Hypothesis
2.2. A related proposal: Morphological Bootstrapping
2.3. The Semantic Structure Hypothesis Testing Hypothesis
3. Conclusion
Chapter 5. Modifiers as cues to verb meaning
1. How could the learner use modifiers as cues to verb meaning?
1.1. What do modifiers do?
1.2. The Adverbial Modification Cue Hypothesis
2. A candidate solution to the Weak Endstate problem: wieder 'again'
2.1. The properties of again
2.2. Restitutive again as an Adverbial Modification Cue
3. Do children have knowledge of restitutive wieder 'again', and do caretakers use it in their speech?
3.1. Evidence from previous studies
3.2. A CHILDES search
4. Children's and adults' use of restitutive wieder 'again' with change-of-state verbs: An exploratory study
4.1. Method
4.2. Predictions
4.3. Results
4.4. Discussion
5. Conclusion
Chapter 6. Testing the Adverbial Modification Cue Hypothesis
1. Developing an experimental design to test wieder 'again' as an Adverbial Modification Cue
2. Experiment 4: Testing wieder 'again' as a cue that a verb entails an endstate
2.1. Method
2.2. Experimental prediction
2.3. Results
2.4. Discussion
3. Experiment 5 (control experiment)
3.1. Method
3.2. Experimental prediction
3.3. Results
3.4. Discussion
4. General Discussion: A broader perspective on the Adverbial Modification Cue Hypothesis
5. Conclusion
Chapter 7. Summary: The status of the endstate in children's semantic representations of change-of-state verbs
Appendices
Notes
References
Subject index
Author index

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