Comment les touts-petits apprennent-ils les verbes ? (notice n° 243967)
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| fixed length control field | 02810cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112065939.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Golinkoff, Roberta Michnick |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Comment les touts-petits apprennent-ils les verbes ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2011.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 92 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméToute théorie du langage doit tenir compte de la façon dont les enfants apprennent les verbes, passage obligé vers la maîtrise de la grammaire. Mais l’apprentissage des verbes n’est pas chose facile pour le jeune enfant. Le présent article décrit et évalue deux hypothèses concurrentes qui permettent d’expliquer ce phénomène, soit l’« hypothèse des prérequis conceptuels » et l’« hypothèse de la mise en correspondance ». Les résultats des recherches donnent à penser que les enfants possèdent les fondements conceptuels requis pour apprendre les verbes, mais qu’ils ont du mal à établir la correspondance entre les verbes et ces représentations. Selon le Modèle de la coalition émergente (MCE), les enfants, en s’appuyant sur divers signes ou indices (perceptuels, sociaux et linguistiques) qu’ils pondèrent différemment à divers stades de leur développement, arrivent à « superposer » les mots au monde qui les entoure. Le Modèle de la coalition émergente nous permet de suivre la démarche d’apprentissage des verbes dans le temps et de fixer un cadre plus global au processus d’acquisition du vocabulaire. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | What does it take for a child to learn a verb?Any theory of language must account for how children learn verbs, the gateway to grammar. Yet verbs are difficult to learn. Here, two competing hypotheses to explain this phenomenon are introduced and evaluated: The “conceptual prerequisites hypothesis” and the “mapping hypothesis.” Results suggest that young children possess the conceptual foundations necessary to learn verbs, but have trouble mapping verbs onto these representations. Under the Emergentist Coalition model, children recruiting multiple cues (perceptual, social, and linguistic), weighted differently across developmental time, map word-to-world. This model allows us to track the course of verb learning over time and provides the field with a more comprehensive framework for vocabulary development. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | acquisition du language |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | concepts |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | verbes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sémantique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | fast mapping |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | fast mapping |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | concepts |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | semantics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | language acquisition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | verbs |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hirsh-Pasek, Kathy |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 3 | 3 | 2011-09-01 | p. 363-382 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2011-3-page-363?lang=fr">https://shs.cairn.info/revue-enfance2-2011-3-page-363?lang=fr</a> |
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