{"id":8205,"date":"2016-04-04T05:05:58","date_gmt":"2016-04-04T09:05:58","guid":{"rendered":"http:\/\/whamit.mit.edu\/?p=8205"},"modified":"2016-04-04T08:16:17","modified_gmt":"2016-04-04T12:16:17","slug":"essl-laqlab-meeting-44-sudha-arunachalam","status":"publish","type":"post","link":"https:\/\/ling-phil.mit.edu\/whamit\/2016\/04\/04\/essl-laqlab-meeting-44-sudha-arunachalam\/","title":{"rendered":"ESSL \/ LaqLab Meeting 4\/4 - Sudha Arunachalam"},"content":{"rendered":"<p>Speaker: <a href=\"http:\/\/blogs.bu.edu\/sarunach\/\"><strong>Sudha Arunachalam<\/strong><\/a> (BU)<\/br><br clear='none'\/>\nTitle: How do children learn the meanings of event nominals?<\/br><br clear='none'\/>\nDate and time: Monday, April 4th, 1:00 to 2:00 PM<\/br><br clear='none'\/>\nVenue: 32-D831\n<\/p>\n<blockquote><p>Abstract: In the literature on vocabulary acquisition, much attention<br clear='none'\/>\nhas been paid to the conceptual and linguistic differences between<br clear='none'\/>\nearly-acquired verbs (labels for actions) and early-acquired nouns<br clear='none'\/>\n(labels for objects and people) and how these pose different learning<br clear='none'\/>\ntasks for the child. Event nominals pose an interesting challenge in<br clear='none'\/>\nthat some are relatively early acquired, like &#8220;party&#8221; and &#8220;nap,&#8221; but<br clear='none'\/>\nthey pose the same conceptual difficulties that accompany verbs while<br clear='none'\/>\nlacking the linguistic supports offered by verb argument structure. I<br clear='none'\/>\nwould like to have an informal discussion about how we might investigate<br clear='none'\/>\nchildren&#8217;s representations for these early event nominals and what<br clear='none'\/>\nunderlies their abilities to acquire them.<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>Speaker: Sudha Arunachalam (BU) Title: How do children learn the meanings of event nominals? Date and time: Monday, April 4th, 1:00 to 2:00 PM Venue: 32-D831 Abstract: In the literature on vocabulary acquisition, much attention has been paid to the conceptual and linguistic differences between early-acquired verbs (labels for actions) and early-acquired nouns (labels for [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-8205","post","type-post","status-publish","format-standard","hentry","category-talks"],"_links":{"self":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8205","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/comments?post=8205"}],"version-history":[{"count":2,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8205\/revisions"}],"predecessor-version":[{"id":8207,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8205\/revisions\/8207"}],"wp:attachment":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/media?parent=8205"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/categories?post=8205"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/tags?post=8205"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}