Semantics and morphology of early adjectives in first language acquisition / edited by Elena Tribushinina, Maria D. Voeikova, and Sabrina Noccetti.

Contributor(s):

Material type: Text

TextPublisher: Newcastle-upon-Tyne : Cambridge Scholars Publishing, 2015Description: 1 online resource (xiv, 478 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781443883269
1443883263

Subject(s): Genre/Form:

Electronic books.

Additional physical formats: Print version:: Semantics and morphology of early adjectives in first language acquisition.DDC classification:

401.93 23

LOC classification:

P118

Online resources:

Click here to access online

Summary: This book is about how toddlers learn their first adjectives, such as, for example, red, big and tasty. Adjectives denote properties and enter child vocabularies later than words for objects (such as apple and tree) and actions (such as eat and run), probably due to lower frequencies in parental speech and greater conceptual complexity. Adjective acquisition has received relatively little attention in child language research. Furthermore, cross-linguistic studies of adjective learning are virtually non-existent. This book represents the first systematic analysis of how children learning typolo.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and indexes.

This book is about how toddlers learn their first adjectives, such as, for example, red, big and tasty. Adjectives denote properties and enter child vocabularies later than words for objects (such as apple and tree) and actions (such as eat and run), probably due to lower frequencies in parental speech and greater conceptual complexity. Adjective acquisition has received relatively little attention in child language research. Furthermore, cross-linguistic studies of adjective learning are virtually non-existent. This book represents the first systematic analysis of how children learning typolo.

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