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- W4280562631 endingPage "274" @default.
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- W4280562631 abstract "Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions—the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner—a major component of verb meaning in English—as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds’ (or adults’) fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension." @default.
- W4280562631 created "2022-05-22" @default.
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- W4280562631 date "2022-05-18" @default.
- W4280562631 modified "2023-10-16" @default.
- W4280562631 title "The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning" @default.
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- W4280562631 doi "https://doi.org/10.1080/15475441.2022.2060834" @default.
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