Any theory of language must account for how children learn verbs, the gateway to grammar.
Yet verbs can be difficult to learn. Building on Gentner's 'natural partitions hypothesis' we …

Publisher Summary Since the 1990s, there has been emerging consensus that the process
of word learning will not be best described through deference to one approach or the other …

How do infants represent objects, actions, and relations in events? In this review, we discuss
an approach to studying this question that begins with linguistic theory—specifically …

Abstract Typological analyses (Talmy, Towards a cognitive semantics, MIT Press, 2000)
show that languages vary a great deal in how they package and distribute spatial …

Fundamental to amassing a lexicon of relational terms (ie, verbs, prepositions) is the ability
to abstract and categorize spatial relations such as a figure (eg, boy) moving along a path …

To learn motion verbs, infants must be sensitive to the specific event features lexicalized in
their language. One event feature important for the acquisition of English motion verbs is the …

The relation between event apprehension and utterance formulation was examined in
children and adults. English-speaking adults and 4-year-olds viewed motion events while …

How do children talk about the dynamic world around them? In this eyetracking study, we
demonstrate language-specific patterns in the way 3-and 4-year-old speakers of English …

The question addressed in this paper is whether the language faculty provides new
possibilities for concepts. Drawing on work from Hinzen and Sheehan (2013) and others, the …

Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy,
2000). The present study contributes to this body of research by comparing how children …