Early Verb Learners: Creative or Not?

Childers, Jane B.

doi:10.1111/j.1540-5834.2009.00524.x

Cited by 4 publications

(9 citation statements)

References 15 publications

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“…Findings of the responses of all participants of this study revealed that children used more verbs than nouns in the two conditions (mother and SLP), contradicting the literature when referring to the early period of language development (4,5,8,9) . Some studies point to the syntactic structure of the verb associated to language structure.…”

Section: Discussioncontrasting

confidence: 99%

“…The literature suggests that the process of learning nouns occurs during the first year of a child's life and is intensified during the second year; furthermore, nouns are easily learnt due to factors such as their frequency in adult speech, relationship with concrete objects and conceptual simplicity, besides pragmatic salience (4,5,7,8) . The increased use of verbs follows this period, as their function is to promote the syntactic structure of utterances, essential for the proper combination of words (3,(6)(7)(8) .…”

Section: Discussionmentioning

confidence: 99%

“…Studies on language development reinforce the existence of synchronicity between lexical and grammatical development and indicate that, at first, lexical development occurs faster because of the need for a minimum number of words in order for grammar to develop, allowing the use of prepositions and conjunctions (1)(2)(3)(4)(5) . A strong source of information for the child to categorize nouns and verbs is the lexical cooccurrence in similar sentence structures, that is, the use of the same noun or verb in sentences that maintain the same syntactic structure, which leads to the ability of generalization (1) .…”

Section: Introductionmentioning

confidence: 99%

“…In general, it is considered that nouns are learnt earlier and more easily than verbs because they are related to concrete and basic objects of usual knowledge in addition to being conceptually simpler; have the possibility to be hierarchically ordered in a category; present more predictable semantic relations than other word classes (4,7,8) .…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

Limongi

Oliveira

Ienne³

et al. 2013

CoDAS

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

Limongi

Oliveira

Ienne³

et al. 2013

CoDAS

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show abstract

“…On the other hand, verbs are related to actions or states, which are not always clearly perceived, and also have a syntactic structure function 27,35,36 . Regarding morphosyntactic development, authors 1,5,34 also emphasize that nouns have flexional morphemes of gender and number, while verbs have morphemes of tense, mood, person and number, which makes their learning more difficult.…”

Section: Discussionmentioning

confidence: 99%

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Clinical Trials registration number: NCT 00952354Conflict of interest: non existent typical development (TD), and literature indicates a relationship between lexicon and grammar. It is reported greater difficulties in functional words, such as articles, pronouns, prepositions and conjunctions, which have greater grammatical load, than in words with semantic content, such as nouns, verbs, and adjectives. In addition, these children have difficulties combining words and dealing with morphosyntactic rules, which have implications in phrasal structure [1][2][3][4][5][6][7][8][9] .The use of Mean Length Utterance -MLU 10 as a measure of language development in children with DS corroborates these difficulties, and indicates frequent omission of grammatical morphemes, particularly of functional words, resulting in ABSTRACT Purpose: to present and to discuss the use of augmentative and alternative communication as a therapeutic tool with the morphosyntax with adolescents with Down syndrome. Methods: this pilot study monitored during 12 months four adolescents chronologically aged between 13 and 15 years and mentally aged between 5 and 6 years. It were analyzed the initial and the final assessments, situations of free interaction between the participant and the caregiver videotaped during 30 minutes. The speech samples were analyzed as MLU values considering morphemes and words, comparing both the two situations. All of the participants were submitted to the same procedures during the therapeutic interventions. Picture Communication Symbols (PCS) has been used and the symbols were organized according to a simple syntactic structure (substantive + verb + complement) with a gradual extension, and the elements were rated at the following order: articles, prepositions, pronouns (personals, possessives and demonstratives), and conjunctions. Each therapeutic session was recorded in specific protocol. It was used the Wilcoxon test and the p value considered was 5%. Results: spites there were no statistical significant differences, increase in number of morphemes and words used between the both assessments was observed. This improve was represented by the worked elements, including prepositions and conjunctions beyond substantives and verbs. For personal pronouns there was tendency to significance (p=0,068). Conclusion: the communication system showed to be a therapeutic tool to improve the use of syntactic elements in statement structures, as articles, prepositions and conjunctions, which use for individuals with Down syndrome are difficult.

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Neural correlates of unconventional verb extensions reveal preschoolers’ analogical abilities

Raynal,

Clément,

Goyet

et al. 2024

Journal of Experimental Child Psychology

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Early Verb Learners: Creative or Not?

Cited by 4 publications

References 15 publications

Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

Neural correlates of unconventional verb extensions reveal preschoolers’ analogical abilities

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