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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE, vol 3, iss 1 (2020)
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A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building.
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Quantifying sources of variability in infancy research using the infant-directed-speech preference
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Building a collaborative psychological science : lessons Learned from ManyBabies 1
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Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message
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In: MIT Press (2019)
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Young children choose informative referring expressions to describe the agents and patients of transitive events ...
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Partial Truths: Adults choose to mention agents and patients in proportion to informativity, even if it doesn’t fully disambiguate the message (Kline, Schulz & Gibson) ...
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Linking language and events: Spatiotemporal cues drive children's expectations about the meanings of novel transitive verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Preprint-Word order patterns in gesture are sensitive to modality-specific production constraints ...
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A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs
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In: Prof. Shultz (2016)
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ...
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Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs
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Abstract:
How do children map linguistic representations onto the conceptual structures that they encode? In the present studies, we provided 3-4 year old children with minimal-pair scene contrasts in order to determine the effect of particular event properties on novel verb learning. Specifically, we tested whether spatiotemporal cues to causation also inform children’s interpretation of transitive verbs either with or without the causal/inchoative alternation (She broke the lamp/the lamp broke). In Experiment 1, we examined spatiotemporal continuity. Children saw scenes with puppets that approached a toy in a distinctive manner, and toys that lit up or played a sound. In the causal events, the puppet contacted the object, and activation was immediate. In the noncausal events, the puppet stopped short before reaching the object, and the effect occurred after a short pause (apparently spontaneously). Children expected novel verbs used in the inchoative transitive/intransitive alternation to refer to spatiotemporally intact causal interactions rather than to 'gap' control scenes. In Experiment 2, we manipulated the temporal order of sub-events, holding spatial relationships constant, and provided evidence for only one verb frame (either transitive or intransitive). Children mapped transitive verbs to scenes where the agent's action closely preceded the activation of the toy over scenes in which the timing of the two events was switched, but did not do so when they heard an intransitive construction. These studies reveal that children’s expectations about transitive verbs are at least partly driven by their nonlinguistic understanding of causal events: children expect transitive syntax to refer to scenes where the agent's action is a plausible cause of the outcome. These findings open a wide avenue for exploration into the relationship between children’s linguistic knowledge and their nonlinguistic understanding of events. ; Linguistics ; Psychology ; Other Research Unit ; Accepted Manuscript
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Keyword:
causality; event structure; semantics; syntax; verbs
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URL: https://doi.org/10.1080/15475441.2016.1171771 http://nrs.harvard.edu/urn-3:HUL.InstRepos:32094208
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Who did what to whom : developmental perspectives on the meaning and communication of transitive events ; Developmental perspectives on the meaning and communication of transitive events
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Kline, Melissa (Melissa Elizabeth). - : Massachusetts Institute of Technology, 2015
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