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The Conceptual Origins of the Transitive/Intransitive Distinction
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Abstract:
Evidence is presented to support the claim that two-year-old children learning English acquire the transitive/intransitive distinction from their developing knowledge about action events, consistent with cognitivist theories of language development. Their temporal perspective on an action–when a child planned, requested, or otherwise anticipated an action–was a critical factor. Thus, acquiring the transitive / intransitive distinction was influenced by the volitionality of the locus of change in addition to the distinction between an actor and the object affected.
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Keyword:
Developmental psychology; English language--Transitivity; Language acquisition
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URL: https://doi.org/10.7916/D8903M1V
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The Conceptual Origins of the Transitive/Intransitive Distinction ...
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Incomplete and Continuing: Theoretical Issues in the Acquisition of Tense and Aspect
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Incomplete and Continuing: Theoretical Issues in the Acquisition of Tense and Aspect
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Incomplete and Continuing: Theoretical Issues in the Acquisition of Tense and Aspect ...
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