Hostname: page-component-848d4c4894-5nwft Total loading time: 0 Render date: 2024-05-17T10:19:38.011Z Has data issue: false hasContentIssue false
  • English
  • Français

Beyond names for things: Young children's acquisition of verbs. Michael Tomasello and William E. Merriman (Eds.). Hillsdale, NJ: Erlbaum, 1995. Pp. vi + 421. $79.95 cloth.

Published online by Cambridge University Press:  07 November 2008

Susan A. Gelman
Susan A. Gelman
Affiliation:
University of Michigan
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Studies in Second Language Acquisition , Volume 18 , Issue 3 , September 1996 , pp. 374 - 375
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Carey, S. (1978). The child as word learner. In Halle, M., Bresnan, J., & Miller, G. (Eds.), Linguistic theory and psychological reality (pp. 264–293). Cambridge, MA: MIT Press.Google Scholar
Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In Kuczaj, S. II. (Ed.), Language development (Vol. 2, pp. 301–334). Hillsdale, NJ: Erlbaum.Google Scholar
Markman, E. M. (1989). Categorization and naming in children. Cambridge, MA: MIT Press.Google Scholar
Talmy, L. (1991). Path to realization: A typology of event conflation. Proceedings of the Berkeley Linguistic Society, 17, 480–519.CrossRefGoogle Scholar