Melissa Kline

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Verbs may refer to the means (I bumped into the lamp) or outcome (I broke the lamp) of an action (cf. Rappaport Hovav & Levin, 2010; Talmy, 1985). Do young children expect language to encode this distinction? Children's imitation patterns suggest that they analyze nonlinguistic events in these terms. When a head-touch is the simplest action available,(More)
Can linguistic structures influence how people perceive and remember causal events? Using a change-detection method, we presented participants with direct causal scenes paired with either transitive (He stretched the toy) or periphrastic sentences (He made the toy stretch.) Participants then viewed movies with changes to the manner of action (stretching the(More)
Young children learn about causal structure not only from observation , but also from the language they hear. Two novel-verb studies show that preschoolers expect transitive sentences like 'Sarah broke the lamp' to express relationships between cause and effect. Previous work has conflated causation with other semantic features, presenting children with(More)
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