Representational change in young children's understanding of familiar verb meaning

The ability to generalize verbs to new examples of previously labelled events demonstrates an implicit understanding that verbs are representative symbols of categories of events. The present study examined when and how very young children generalize familiar verbs to novel events by using the preferential looking paradigm. Overall, 24 children aged 1;8 and 25 children aged 2;2 demonstrated their understanding of the verbs kick and pick-up by looking significantly longer at the target events on control trials. Additionally, children aged 1;8 with the largest expressive vocabulary generalized the same verbs to actions with different agents, but not to actions differing in outcome or manner of action. In contrast, children aged 2;2 consistently extended familiar action verbs to other actions differing in agent or manner, regardless of the size of their expressive vocabulary. These findings were not due to the saliency of any of the actions used and are interpreted in terms of representational change consistent with the acquisition of lexical learning principles.     

Young children can extend motion verbs to point-light displays.

In the first study using point-light displays (lights corresponding to the joints of the human body) to examine children's understanding of verbs, 3-year-olds were tested to see if they could perceive familiar actions that corresponded to motion verbs (e.g., walking). Experiment 1 showed that children could extend familiar motion verbs (e.g., walking and dancing) to videotaped point-light actions shown in the intermodal preferential looking paradigm. Children watched the action that matched the requested verb significantly more than they watched the action that did not match the verb. In Experiment 2, the findings of Experiment 1 were validated by having children spontaneously produce verbs for these actions. The use of point-light displays may illuminate the factors that contribute to verb learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In Cinderella's slippers? Story comprehension from the protagonist's point of view.

Research on text comprehension shows that readers construct a model of the situation described in a narrative. A major factor in constructing a situational model is the perspective from which the action of the narrative is imagined. J. B. Black, T. J. Turner, and G. H. Bower (1979) found that adults recall a deictic verb of motion more accurately if it is spatially consistent with the point of view of the main protagonist. Recall is more accurate for the verbs come and bring if they describe a movement toward the protagonist; recall is more accurate for go and take if they describe a movement away from the protagonist. Thus, adults interpret movements in a narrative from the perspective of the protagonist. This study indicates that 3- and 4-year-old children show the same pattern of recall. They accurately recall verbs of motion that are consistent with the protagonist's perspective but make substitution errors on verbs inconsistent with that perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analyse de la représentation typique de verbes de procès.

Studied the representational structure of process verbs among preschool children and adults. Three experiments were conducted with a total of 80 French preschool children (5–6 yrs) and 80 French university students. In Exp 1, Ss were presented with 12 verbs and were asked to speak a sentence using the verbs. Use of the verbs as a completed action or as a circumstance was recorded. In Exp 2, the Ss were asked to act out or to mark the action/circumstance of the verb on a drawing representing the verb in a sentence. In Exps 3 and 4, Ss were presented with a list of verbs and asked to indicate whether they represented finished actions or uncompleted actions/circumstances. The number of responses indicating a completed or an uncompleted action/circumstance was compared. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An examination of the distinction between nouns and verbs: associations with two different kinds of motion

Four experiments provide evidence that people are biased to associate particular types of motion with nouns and different types of motion with verbs. Novel nouns and verbs were related to two types of motion: (1) path, or the direction of motion of one character with respect to the other character, and (2) movement orientation, or the direction a character was facing as it moved. Subjects associated verbs more strongly with path than with movement orientation. In contrast, they associated nouns more strongly with movement orientation than with path. Movement orientation was associated with both object categories and verbs, inconsistent with a complete division of labor between these two types of categories. These results are consistent, however, with the notion that people are biased to associate verbs with relations between objects, whereas they are biased to associate object categories with motions defined with respect to the object carrying out those motions.     

Toddlers' attention to intentions-in-action in learning novel action words.

Toddlers' ability to use cues such as eye gaze and gestures to infer the meaning of novel action words was examined. In Experiment 1, 21- and 27-month-olds were taught labels for pairs of videotaped actions that were either similar or dissimilar in appearance. Similar actions differed mainly in the presence of behavioral cues related to the agents' intentions (e.g., extended arms). Only the older children were able to learn the labels for the similar actions. In Experiment 2, 3 new pairs of labels (2 similar, 1 dissimilar) were taught to children in the same age range. Eye gaze and gestures were the main features distinguishing the similar events. The same developmental effect was observed, with only the older children showing learning of both types of verbs and the younger children being impeded by the appearance of the actions. The results show that by the middle of the 2nd year, children begin to consider intentions-in-action when acquiring the meaning of novel action verbs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for people and their actions: Further evidence for an age-related associative deficit.

The associative deficit hypothesis (M. Naveh-Benjamin, 2000) attributes age-related memory deficits to the inability to encode and retrieve bound units of information. The present experiment extended this deficit to a new form of stimuli, dynamic displays of people and their performance of everyday actions. Older and younger adults viewed a series of brief video clips, each showing a different person performing a different action, and were tested over memory for individual people, individual actions, and the person-action combinations. Older adults did exhibit an associative deficit, and this was related to an increased proportion of false alarms on the associative test. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The spectrum of category effects in object and action knowledge in dementia of the Alzheimer's type.

The validity and origin of category effects in the anomia demonstrated by individuals with dementia of the Alzheimer's type (DAT) remains controversial. Twenty DAT subjects were tested with picture naming and semantic association judgement tests. Picture and word stimuli were drawn from biological, nonbiological, and actions–verbs categories, all of equal difficulty and previously normed on elderly controls. DAT subjects made significantly more naming and semantic judgement errors in the biological category than in the nonbiological category. They were relatively more accurate in naming and making judgements for actions–verbs when presented as words or as 5-s animations. When line drawings of actions were shown for naming, performance deteriorated significantly. Converging results from these 2 tasks provide strong evidence for a semantic memory impairment preferentially affecting biological items to a greater extent than nonbiological items or action verbs in DAT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Input to verb learning: Evidence for the plausibility of syntactic bootstrapping.

The theory of syntactic bootstrapping proposes that children use the syntactic frames in which verbs are presented as a source of information about their meaning. The purpose of this study was to investigate the extent to which maternal type and diversity of verb frames are consistent with the requirements of that theory. The uses of 25 common verbs in the speech of 57 mothers to their 1- to 2-year-old children were tabulated and parsed for syntactic frame. Analyses revealed 2 major findings concerning the use of verbs in child-directed speech: (a) Verbs in different semantic categories appear in different syntactic environments, and (b) individual verbs are distinguished by the set of frames in which they appear. These findings support the plausibility of the syntactic bootstrapping hypothesis by demonstrating that children's input provides the structural cues to verb meaning that the syntactic bootstrapping procedure requires. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabularies.

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 a variety of linguistic and sociocultural input factors in early word learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The neural correlates of infant and adult goal prediction: Evidence for semantic processing systems.

The sequential nature of action ensures that an individual can anticipate the conclusion of an observed action via the use of semantic rules. The semantic processing of language and action has been linked to the N400 component of the event-related potential (ERP). The authors developed an ERP paradigm in which infants and adults observed simple sequences of actions. In one condition the conclusion of the sequence was anticipated, whereas in the other condition the conclusion was not anticipated. Adults and infants at 9 months and 7 months were assessed via the same neural mechanisms—the N400 component and analysis of the theta frequency. Results indicated that adults and infants at 9 months produced N400-like responses when anticipating action conclusions. The infants at 7 months displayed no N400 component. Analysis of the theta frequency provided support for the relation between the N400 and semantic processing. This study suggests that infants at 9 months anticipate goals and use similar cognitive mechanisms to adults in this task. In addition, this result suggests that language processing may derive from understanding action in early development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inference and Classification Learning of Abstract Coherent Categories.

Category learning research has primarily focused on how people learn to classify items using simple observable features. However, classification is only 1 way to learn categories. In addition, many concepts have an underlying coherence that explains the featural similarity among exemplars, such as abstract coherent concepts whose instances differ greatly on their observable features. In 3 experiments, the authors investigated how abstract coherent categories are acquired through 2 common means of category learning, classification and inference. Because inference promotes more focus on within-category information than does classification, they hypothesized that inference learning would lead to a better understanding of the underlying coherence of abstract coherent categories. All 3 experiments support this prediction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From universal to language-specific in early grammatical development

Attempts to explain children's grammatical development often assume a close initial match between units of meaning and units of form; for example, agents are said to map to sentence-subjects and actions to verbs. The meanings themselves, according to this view, are not influenced by language, but reflect children's universal non-linguistic way of understanding the world. This paper argues that, contrary to this position, meaning as it is expressed in children's early sentences is, from the beginning, organized on the basis of experience with the grammar and lexicon of a particular language. As a case in point, children learning English and Korean are shown to express meanings having to do with direct motion according to language-specific principles of semantic and grammatical structuring from the earliest stages of word combination.     

Discipline and internalization.

J. E. Grusec and J. J. Goodnow (see record 1994-25033-001) made interesting suggestions about discipline variables that may effect internalization. Unfortunately, (1) their ideas are not integrated into a theory; (2) their definition of internalization is limited because parent–child similarity may result from children's attributing their values to parents; and (3) their ideas seem too heavily cognitive (e.g., the importance assigned to level of generality of parental reprimands, children's understanding of meta-rules, and children's viewing parental interventions as fair and reasonable). A theory linking discipline and internalization must encompass children's capacity for empathy and their feelings of anxiety, fear, and resentment at being interrupted by parents. In this article, the author's own theory of internalization and children's affective and cognitive responses in discipline encounters is summarized, and some of its shortcomings are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of sentence form on the construction of mental plans from procedural discourse.

Examined memory for procedural discourse in 2 experiments with college students. In Exp 1, memory was assessed using recall; in Exp 2, a recognition test was used. In both experiments, the memorability of 3 types of action statements were compared: a transitive verb form, a verbal adjective form, and an implicit action form. Information associated with transitive verbs and verbal adjectives was more likely to be recalled than information associated with implicit actions. It is proposed that transitive verbs and verbal adjectives generate a semantic representation that includes features of the action, whereas implicit actions do not. This difference in semantic representation leads to structural differences in a mental plan for the task. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental model of recipients' reactions to aid.

A developmental model of recipients' reactions to aid, which is based on the threat-to-self-esteem model (the dominant theoretical framework in the field), is presented. Various refinements of the threat-to-self-esteem model are proposed to extend its range of applicability and heuristic value to encompass the study of children's reactions to aid. The moderating influences of developmental changes in cognitions regarding self and others, as well as in children's social environment, are examined. Literature from a variety of sources that is relevant to children's reactions to aid, or to processes that may be involved, is reviewed and discussed in light of the model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal behavior and the action-thought dimension.

2 studies investigated verbal indexes of action- and thought-oriented behavior styles proposed by L. Phillips and E. Zigler (see PA, Vol. 36:4JP37P), and employed a method for assigning verbs in TAT stories to thought, action, or being categories. Ss manifesting thought-oriented response tendencies were expected to produce a greater percentage of thought-related verbs, and a smaller percentage of action-related verbs, than were Ss manifesting action orientations. Ss were 60 male psychiatric patients (Study I) and 90 undergraduates (Study II). Action-thought independent variables were symptom form among patients and verbal aptitude among students. Results support the manifestation of action and thought behavior styles in verbal behavior, but require revisions in thought verb criteria. Difficulties concerning interpretations of styles are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is matched in direct matching? Intention attribution modulates motor priming.

Converging evidence has shown that action observation and execution are tightly linked. The observation of an action directly activates an equivalent internal motor representation in the observer (direct matching). However, whether direct matching is primarily driven by basic perceptual features of the observed movement or is influenced by more abstract interpretative processes is an open question. A series of behavioral experiments tested whether direct matching, as measured by motor priming, can be modulated by inferred action goals and attributed intentions. Experiment 1 tested whether observing an unsuccessful attempt to execute an action is sufficient to produce a motor-priming effect. Experiment 2 tested alternative perceptual explanations for the observed findings. Experiment 3 investigated whether the attribution of intention modulates motor priming by comparing motor-priming effects during observation of intended and unintended movements. Experiment 4 tested whether participants' interpretation of the movement as triggered by an external source or the actor's intention modulates the motor-priming effect by a pure instructional manipulation. Our findings support a model in which direct matching can be top-down modulated by the observer's interpretation of the observed movement as intended or not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of mental operation instructions.

Experiments were conducted to test the impact of embedding mental action verbs within instructions. Experiment 1 examined the instructional effects of these verbs on response time to a visual stimulus. Significant response time differences resulted from instructing participants to engage in different mental actions. Using Multidimensional Scaling, Experiment 2 explored how people understand the relationships amongst mental action verbs, resulting in a single "level of processing" dimension. Experiment 3 was designed to further explore the relationship of these verbs to cognition and behaviour. Signal detection analysis was used to determine if participants were shifting their criterion depending on the level of processing suggested in the instruction. Results showed an effect of instruction on response time, but not on criterion, sensitivity, or accuracy. Response time effects were found that were consistent with differences in word characteristics, including meaning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)