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The UK Communicative Development Inventories: Words and Gestures
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Companion Animals and Child Development: Existing Knowledge and Analysis of the Avon Longitudinal Study of Parents and Children Cohort
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The effect of age on the composition of the first 10 words: evidence from the UK-CDI
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The effect of age on the composition of the first 10 words produced:Evidence from the UK-CDI
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Baby schema in human and animal faces induces cuteness perception and gaze allocation in children
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Growl or no growl? Differences in children's interpretation of dogs' distress signalling
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Baby schema in human and animal faces induces cuteness perception and gaze allocation in children
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Adaptation and validation of the MacArthur-Bates CDI Gesture Scale for the UK
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Fishy fishes: the typicality of object stimuli used to assess children’s language in the Reynell Development Language Scales-III
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Young children's comprehension of English SVO word order revisited: testing the same children in act-out and intermodal preferential looking tasks
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Eating apples and houseplants: typicality constraints on thematic roles in early verb learning
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Abstract:
Are thematic roles linked to verbs in young children as in adults or will children accept any participant in a given role with any verb? To assess early verb comprehension we used typicality ratings with adults, parental questionnaires, and Intermodal Preferential Looking with children. We predicted that children would look at named targets, would initially associate typical action-patient combinations with verbs, and accept atypical pairings as they get older. Results show that 15-month-olds do not understand verbs yet, 18-month-olds look at typical and atypical targets after naming, 24-month-olds demonstrate preferences for typical items only and 3-year-olds (and adults) accept atypical instances. Thus, children seem to start mapping verbs broadly to action-patient combinations, even implausible ones. Around 24 months they show restricted naming and accept only typical scenes congruent with their experience. By 3 years they have gained independence from this typicality-guided strategy and show adult-like behaviour in accepting even unusual pairings as fitting the verb
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Keyword:
B620 Speech Science; C800 Psychology; C820 Developmental Psychology; C850 Cognitive Psychology
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URL: https://doi.org/10.1080/01690960701726232 https://eprints.lincoln.ac.uk/id/eprint/1318/ https://eprints.lincoln.ac.uk/id/eprint/1318/1/01690960701726232.pdf
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To get or to be? Use and acquisition of get- versus be- passives: evidence from children and adults
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