What gestures reveal about the development of semantic distinctions in Dutch children's placement verbs

Research output: Contribution to journalArticle

Standard

What gestures reveal about the development of semantic distinctions in Dutch children's placement verbs. / Gullberg, Marianne; Narasimhan, Bhuvana.

In: Cognitive Linguistics, Vol. 21, No. 2, 2010, p. 239-262.

Research output: Contribution to journalArticle

Harvard

APA

CBE

MLA

Vancouver

Author

RIS

TY - JOUR

T1 - What gestures reveal about the development of semantic distinctions in Dutch children's placement verbs

AU - Gullberg, Marianne

AU - Narasimhan, Bhuvana

N1 - The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Linguistics and Phonetics (015010003)

PY - 2010

Y1 - 2010

N2 - Placement verbs describe every-day events like putting a toy in a box. Dutch uses two semi-obligatory caused posture verbs (leggen ‘lay’ and zetten ‘set/stand’) to distinguish between events based on whether the located object is placed horizontally or vertically. Although prevalent in the input, these verbs cause Dutch children difficulties even at age five (Narasimhan & Gullberg, in press). Children overextend leggen to all placement events and underextend use of zetten. This study examines what gestures can reveal about Dutch three- and five-year-olds’ semantic representations of such verbs. The results show that children gesture differently from adults in this domain. Three-year-olds express only the path of the caused motion, whereas five-year-olds, like adults, also incorporate the located object. Crucially, gesture patterns are tied to verb use: those children who over-use leggen 'lay' for all placement events only gesture about path. Conversely, children who use the two verbs differentially for horizontal and vertical placement also incorporate objects in gestures like adults. We argue that children's gestures reflect their current knowledge of verb semantics, and indicate a developmental transition from a system with a single semantic component – (caused) movement – to an (adult-like) focus on two semantic components – (caused) movement-and-object.

AB - Placement verbs describe every-day events like putting a toy in a box. Dutch uses two semi-obligatory caused posture verbs (leggen ‘lay’ and zetten ‘set/stand’) to distinguish between events based on whether the located object is placed horizontally or vertically. Although prevalent in the input, these verbs cause Dutch children difficulties even at age five (Narasimhan & Gullberg, in press). Children overextend leggen to all placement events and underextend use of zetten. This study examines what gestures can reveal about Dutch three- and five-year-olds’ semantic representations of such verbs. The results show that children gesture differently from adults in this domain. Three-year-olds express only the path of the caused motion, whereas five-year-olds, like adults, also incorporate the located object. Crucially, gesture patterns are tied to verb use: those children who over-use leggen 'lay' for all placement events only gesture about path. Conversely, children who use the two verbs differentially for horizontal and vertical placement also incorporate objects in gestures like adults. We argue that children's gestures reflect their current knowledge of verb semantics, and indicate a developmental transition from a system with a single semantic component – (caused) movement – to an (adult-like) focus on two semantic components – (caused) movement-and-object.

KW - child language acquisition

KW - verb semantics

KW - gesture

KW - Dutch

KW - placement

KW - language development

U2 - 10.1515/COGL.2010.009

DO - 10.1515/COGL.2010.009

M3 - Article

VL - 21

SP - 239

EP - 262

JO - Cognitive Linguistics

JF - Cognitive Linguistics

SN - 1613-3641

IS - 2

ER -