ArticlePerspectives of the ASHA special interest groups2019
Optimal Contexts for Verb Learning.
Article in Perspectives of the ASHA special interest groups, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Joint attention and exogenous attention allocation during mother-infant interaction at 12 months associate with 24-month vocabulary composition.Frontiers in psychology · 2025Article
- Neural Correlates of Telicity in Spanish-Speaking Children with and without Developmental Language Disorder.Children (Basel, Switzerland) · 2024Article
- Learning verbs in English and Korean: The roles of word order and argument drop.Language learning and development : the official journal of the Society for Language Development · 2024Article
- Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales.Journal of neurodevelopmental disorders · 2023Article
- Can Retrieval Practice Facilitate Verb Learning in Children With Developmental Language Disorder and Their Peers With Typical Language Development?Journal of speech, language, and hearing research : JSLHR · 2023Article
- Repetition Versus Variability in Verb Learning: Sometimes Less Is More.Journal of speech, language, and hearing research : JSLHR · 2021Article
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2 authors.
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Abstract
Purpose: Verb learning is a critical but challenging part of language acquisition. Children with or at increased risk for developmental language disorder (DLD) may particularly struggle with verb learning, and poor verb representations in turn may negatively impact children's language outcomes. Our goal is to examine literature on children's acquisition of verbs, identifying manipulable factors that may determine the ease or difficulty of acquiring a new verb meaning. Method: In this narrative, non-systematic review, we discuss findings about how verbs are learned and represented. Results: Several aspects of the learning environment affect children's efforts to acquire verbs, including the linguistic context in which the verb is introduced, the timing of the linguistic label relative to the event it describes, visual and linguistic variability, and dose frequency. Conclusions: We conclude that some learning situations are likely to be more helpful for children in the process of verb learning than others. We highlight some of the factors that contribute to good learning situations, and we discuss how these may differ depending on properties of the child and of the verb itself. Finally, we propose hypotheses for future translational and clinical research.
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