This paper investigates whether children learn all verbs with equal ease. Based on a longitudinal study of a Japanese-speaking child, I will demonstrate that the child has a bias toward intransitive verbs. Moreover, intransitive verbs that enter into the child’s early vocabulary tend to be verbs that denote motion with specific path or definable goal. It is claimed that a driving force for the lexical bias is a language-specific principle that focuses on result, as opposed to process, of an action. The conclusion lends support to the view that language-specific principles can guide the child in the development of verb semantics and conceptualization of events.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer
About this chapter
Cite this chapter
Tsujimura, N. (2008). Why not all verbs are learned equally: The Intransitive Verb Bias in Japanese. In: Gagarina, N., Gulzow, I. (eds) The Acquisition of Verbs and their Grammar: The Effect of Particular Languages. Studies in Theoretical Psycholinguistics, vol 33. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4335-2_5
Download citation
DOI: https://doi.org/10.1007/978-1-4020-4335-2_5
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-4334-5
Online ISBN: 978-1-4020-4335-2
eBook Packages: Humanities, Social Sciences and LawSocial Sciences (R0)