Abstract
This chapter argues that once children can identify the subject of a multiargument sentence as structurally prominent, they could assign a default interpretation to sentences containing a novel verb by assuming that the subject referent plays a semantically prominent role in the conceptual relation named by the verb. What counts as prominent will be determined by the situation and by the multidimensional attentional and representational biases of human perceivers.
| Original language | English |
|---|---|
| Title of host publication | Action Meets Word |
| Subtitle of host publication | How Children Learn Verbs |
| Publisher | Oxford University Press |
| ISBN (Electronic) | 9780199893300 |
| ISBN (Print) | 0195170008, 9780195170009 |
| DOIs | |
| Publication status | Published - 2010 Apr 1 |
Bibliographical note
Publisher Copyright:© 2006 by Oxford University Press, Inc. All rights reserved.
All Science Journal Classification (ASJC) codes
- General Psychology