Learning the Meaning of Change-of-State Verbs : A Case Study of German Child Language Book

Ch. 1	Introduction	1
1	What does it take to learn the meaning of a verb?	1
2	Goals and organization of this book	8
Ch. 2	A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't	15
1	Children are sensitive to state changes from early on	15
2	The learning problem: Children neglect the endstate in interpreting change-of-state verbs	20
Ch. 3	Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis	39
1	How causal state changes are lexicalized in German	39
2	Experiment 1: Transparent endstates (Type: wachmachen 'awake-make')	45
3	Experiment 2: Transparent endstates (Type: wachklingeln 'awake-ring')	61
4	Experiment 3: Transparent endstates made salient (Type: wachmachen 'awake-make')	68
5	General Discussion	78
Ch. 4	A subtle learning problem: The Weak Endstate	83
1	The resolution of the paradox?	83
2	How does the child correct inappropriate Weak Endstate interpretations?	106
Ch. 5	Modifiers as cues to verb meaning	121
1	How could the learner use modifiers as cues to verb meaning?	121
2	A candidate solution to the Weak Endstate problem: wieder 'again'	124
3	Do children have knowledge of restitutive wieder 'again', and do caretakers use it in their speech?	132
4	Children's and adults' use of restitutive wieder 'again' with change-of-state verbs: An exploratory study	138
Ch. 6	Testing the Adverbial Modification Cue Hypothesis	147
1	Developing an experimental design to test wieder 'again' as an Adverbial Modification Cue	147
2	Experiment 4: Testing wieder 'again' as a cue that a verb entails an endstate	149
3	Experiment 5 (control experiment)	162
4	General Discussion: A broader perspective on the Adverbial Modification Cue Hypothesis	168
Ch. 7	Summary: The status of the endstate in children's semantic representations of change-of-state verbs	175
	Appendices	191
	Notes	199
	References	209
	Subject index	227
	Author index	231