ERIC Number: EJ777526
Record Type: Journal
Publication Date: 2006-Feb
Reference Count: 0
Note of Clarification on the Coding of Light Verbs in "Semantic Generality, Input Frequency and the Acquisition of Syntax" (Journal of Child Language 31, 61-99)
Theakson, Anna L.; Lieven, Elena V. M.; Pine, Julian M.; Rowland, Caroline F.
Journal of Child Language, v33 n1 p191-197 Feb 2006
In our recent paper, "Semantic generality, input frequency and the acquisition of syntax" ("Journal of Child Language" 31, 61-99), we presented data from two-year-old children to examine the question of whether the semantic generality of verbs contributed to their ease and stage of acquisition over and above the effects of their typically high frequency in the language to which children are exposed. We adopted two different categorization schemes to determine whether individual verbs should be considered to be semantically general, or "light", or whether they encoded more specific semantics. These categorization schemes were based on previous work in the literature on the role of semantically general verbs in early verb acquisition, and were designed, in the first case, to be a conservative estimate of semantic generality, including only verbs designated as semantically general by a number of other researchers (e.g. Clark, 1978; Pinker, 1989; Goldberg, 1998), and, in the second case, to be a more inclusive estimate of semantic generality based on Ninio's (1999a,b) suggestion that grammaticalizing verbs encode the semantics associated with semantically general verbs. Under this categorization scheme, a much larger number of verbs were included as semantically general verbs.
Descriptors: Semantics, Verbs, Syntax, Child Language, Classification, Language Acquisition, Semiotics, Toddlers, Coding
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: firstname.lastname@example.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A