BOWERMAN LECTURES - REFERENCES AND RELATED READINGS LECTURE 1, INTRODUCTION; SPATIAL CATEGORIZATION Andersen, E. (1978). Lexical universals of body-part terminology. In J.H. Greenberg (Ed.), Universals of human language, Vol. 3: Word Structure. Stanford: Stanford University Berlin, B., & Kay, P. (1969). Basic color terms. Berkeley: University of California Bowerman, M. (1973). Early syntactic development: A cross-linguistic study with special reference to Finnish. Cambridge, England: Cambridge University Bowerman, M. (1978). The acquisition of word meaning: An investigation into some current conflicts. In N. Waterson & C. Snow (Eds.), The development of communication. New York: Wiley. Bowerman, M. (1979). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49, 977-987. Bowerman, M. (1980). The structure and origin of semantic categories in the languagelearning child. In M.L. Foster & S.H. Brandes (Eds.), Symbol as sense: New approaches to the analysis of meaning. New York: Academic Bowerman, M. (1982). Starting to talk worse: Clues to language acquisition from children s late speech errors. In S. Strauss (Ed.), U-shaped behavioral growth. New York: Academic Bowerman, M. (2000). Where do children s word meanings come from? Rethinking the role of cognition in early language development. In L. P. Nucci, G. Saxe, & E. Turiel (Eds.), Culture, thought, and development. Mahwah, NJ: Lawrence Erlbaum. Bowerman, M. (2005). Why can t you open a nut or break a cooked noodle? Learning covert object categories in action word meanings. In L. Gershkoff-Stowe & D. H. Rakison (Eds.), Building object categories in developmental time (pp. 209-243). Mahwah, NJ: Lawrence Erlbaum Associates. Bowerman, M. (2011). Linguistic typology and first language acquisition. In J. J. Song (Ed.), The Handbook of Linguistic Typology. Oxford: Oxford University Bowerman, M. (1978). The acquisition of word meaning: An investigation into some current conflicts. In N. Waterson & C. Snow (Eds.), The development of communication. New York: Wiley. Bowerman, M. (1996). Learning how to structure space for language: A crosslinguistic perspective. In P. Bloom, M. Peterson, L. Nadel, & M. Garrett (Eds.), Language and space. Cambridge, MA: MIT Bowerman, M. (2005). Why can t you open a nut or break a cooked noodle? Learning covert object categories in action word meanings. In L. Gershkoff-Stowe & D. H. Rakison (Eds.), Building object categories in developmental time (pp. 209-243). Mahwah, NJ: Lawrence Erlbaum Associates. Bowerman, M. & Choi (2001). Shaping meanings for language: universal and languagespecific in the acquisition of spatial semantic categories. In M. Bowerman & S.C. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Bowerman, M. & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In G. Gentner & S. Goldin-Meadow (Eds.), Language in mind. Cambridge, MA: MIT Bowerman, M. & Pederson, E. (In prep.) Cross-linguistic perspectives on topological spatial relationships. (Preliminary version presented at the annual meeting of the American
Anthropological Association, San Francisco, 1992; see Bowerman & Choi 2001 for a summary.) Bowerman, M., Majid, A., Erkelens, M., Narasimhan, B., & Chen, J. (2004). Learning how to encode events of cutting and breaking : A crosslinguistic study of semantic development. Poster presented at the 32nd Child Language Research Forum, Stanford, CA. Braine, M.D.S. (1976). First word combinations. Monographs of the Society for Research in Child Development, 41(1) Serial No. 164. Brown, P. (2001). Learning to talk about motion UP and DOWN in Tzeltal: Is there a languagespecific bias for verb learning? In M. Bowerman & S.C. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Chen, J. (2008). The acquisition of verb compounding in Mandarin Chinese. Unpublished dissertation, Amsterdam, Free University. Choi, S. (1997) Language-specific input and early semantic development: Evidence from children learning Korean. In D.I. Slobin (Ed.), The crosslinguistic study of language acquisition, vol. 5: Expanding the contexts. Hillsdale, NJ: Lawrence Erlbaum. Choi, S. & Bowerman, M. (1991). Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41, 83-121. Choi, S., McDonough, L., Bowerman, M., & Mandler, J. (1999). Early sensitivity to language-specific spatial categories in English and Korean. Cognitive Development, 14, 241-268. Clark, E. V. (1973). Nonlinguistic strategies and the acquisition of word meanings. Cognition, 2, 161-182. Clark, E. V. (1976). Universal categories: On the semantics of classifiers and children's early word meanings. In A. Juilland (Ed.), Linguistic studies offered to Joseph Greenberg on occasion of his sixtieth birthday (Vol. 3: Syntax). Saratoga, California: Anna Libri. Clark, E. V. (2001). Emergent categories in first language acquisition. In M. Bowerman & S.C. Levinson (Ed.), Language acquisition and conceptual development. Cambridge: Cambridge University Clark, H. H. (1973). Space, time, semantics, and the child. In T.E. Moore (Ed.), Cognitive development and the acquisition of language. New York: Academic Comrie, B. (1981). Language universals and linguistic typology: Syntax and morphology. Chicago: University of Chicago Cromer, R. (1974). The development of language and cognition: The cognition hypothesis. In B. Foss (Ed.), New perspectives in child development. Baltimore: Penguin. Erkelens, M. (2003). The semantic organization of cut and break in Dutch. Amsterdam: Free University, MA thesis, Applied Linguistics. Johnston, J.R. & Slobin, D.I. (1979). The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. Journal of Child Language 6, 529-545. Kameyama, M. (1983). Acquiring clothing verbs in Japanese. Papers and Reports in Child Language Development, 22. Department of Linguistics, Stanford University. Levinson, S.C. & Meira, S. (2003). 'Natural concepts' in the spatial topological domain. Language, 79, 485-516. Needham, A., & Baillargeon, R. (1993). Intuitions about support in 4.5-month-old infants. Cognition, 47, 121-148. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. Piaget, J., & Inhelder, B. (1956). The child's conception of space. London: Routledge & Kegan Paul.
de León, L. (2001). Finding the richest path: Language and cognition in the acquisition of verticality in Tzotzil (Mayan). In M. Bowerman & S.C. Levinson (Ed.), Language acquisition and conceptual development. Cambridge: Cambridge University Needham, A., & Baillargeon, R. (1993). Intuitions about support in 4.5-month-old infants. Cognition, 47, 121-148. Rosch, E. (1973). On the internal structure of perceptual and semantic categories. In T.E. Moore (Ed.), Cognitive development and the acquisition of language. New York: Academic Saji, N., Imai, N., Saalbach, H., Zhang, Y., Shu, H., Okada, H. (In press.) Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain. Cognition. Schaefer, R.P. (1985). Toward universal semantic categories for human body space. Linguistics, 23, 391-410. (Categorization imposed by verbs of putting on clothing, which divide the body up differently.) Slobin, D. I. (1973a). Cognitive prerequisites for the development of grammar. In C.A. Ferguson & D.I. Slobin (Eds.), Studies of child language development. New York: Holt, Rinehart & Winston. Slobin, D. I. (1973b). Universals of grammatical development in children. In G.B. Flores D'Arcais & W.J.M. Levelt (Ed.), Advances in psycholinguistics. Amsterdam: North- Holland. Slobin, D. I. (1979). Psycholinguistics, 2 nd edition. Glenview, ILL: Scott, Foresmann & Co. Slobin, D. I. & Bowerman, M. (2007). Interfaces between linguistic typology and child language research. Linguistic Typology, 11, 213-226. Slobin, D., Bowerman, M., Brown, P., Eisenbeiss, S., & Narasimhan, B. (2011). Putting things in places: Developmental consequences of linguistic typology. In J. Bohnemeyer & E. Pederson (Eds.), Event representation in language: Encoding events at the languagecognition interface. Cambridge: Cambridge University Spelke, E.S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632. LECTURE 2, SPACE (CONT.) & MECHANISMS OF SEMANTIC CATEGORY CONSTRUCTION (See also Lecture 1 refs. for many of the refs. mentioned in Lecture 2) Bohnemeyer, J. (2007). Morpholexical transparency and the argument structure of verbs of cutting and breaking. Cognitive Linguistics, 18, 153-177. Bowerman, M. (1996). Learning how to structure space for language: A crosslinguistic perspective. In P. Bloom, M. Peterson, L. Nadel, & M. Garrett (Eds.), Language and space. Cambridge, MA: MIT Casasola, M. (2005a). Can language do the driving? The effect of linguistic input on infants' categorization of support spatial relations. Developmental Psychology, 4, 183-192. Casasola, M. (2005b). When less is more: How infants learn to form an abstract categorical representation of support. Child Development, 76, 279-290. Casasola, M. & Cohen, L.B. (2002). Infant categorization of containment, support, and tightfit spatial relationships. Developmental Science, 5, 247-264. Casasola, M., Wilbourn, M. & Yang, Y. (2006). Can English-learning toddlers acquire and generalize a novel spatial word? First Language, 26, 186-205. Gentner, D. (2003). Why we re so smart. In G. Gentner & S. Goldin-Meadow (Eds.), Language in mind. Cambridge: MIT
Gentner, D. & Bowerman, M. (2009). Why some spatial semantic categories are harder to learn than others: The typological prevalence hypothesis. In Guo, J., Lieven, E., Ervin-Tripp, S., Budwig, N., Özçaliskan, S., & Nakamura, K. (Eds), The psychology of language: Research in the tradition of Dan Isaac Slobin. Mahwah, NJ: Lawrence Erlbaum. Gentner, D. & Namy, L. (1999). Comparison in the development of categories. Cognitive Development, 14, 487-513. Hespos, S. & Spelke, E. (2004). Conceptual precursors to language. Nature, 430, 453-455. Majid, A., Bowerman, M., van Staden, M., & Boster, J.S. (2007). The semantics of cutting and breaking events: A crosslinguistic perspective. Cognitive Linguistics, 18, 133-152. Mandler, J. (1992). How to build a baby: II. Conceptual primitives. Psychological Review, 99, 587-604. Guerssel, M., Hale, K., Laughren, M., Levin, B., & White Eagle, J. (1985). A crosslinguistic study of transitivity alternations. In W. H. Eilfort, P. D. Kroeber, & K. L. Peterson (Eds.) Papers from the Parasession on Causatives and Agentivity at the 21 st Regional Meeting. Chicago: Chicago Linguistics Society, 48-63. Jackendoff, Ray (1990). Semantic structures. Cambridge, MA: MIT Levin, B. (1993). English verb classes and alternations. Chicago: University of Chicago Levin, B. & Rappaport Hovav, M. (1995). Unaccusativity: At the syntax-lexical semantics interface. Cambridge, MA: MIT Majid, A., Boster, J. S., Bowerman, M. (2008). The cross-linguistic categorization of everyday events: A study of cutting and breaking. Cognition, 109:235-250. Majid, A., & Bowerman, M. (Guest editors, special issue) (2007). Cutting and breaking events: A crosslinguistic perspective. Cognitive Linguistics, 18, 133-337. Majid, A., Bowerman, M., van Staden, M., & Boster, J. (2007). The semantic categories of cutting and breaking events: A crosslinguistic perspective. Cognitive Linguistics, 18, 133-152. Majid, A., Gullberg, M., van Staden, M., & Bowerman, M. (2007.) How similar are semantic categories in closely related languages? A comparison of cutting and breaking in four Germanic languages. Cognitive Linguistics, 18, 179-194. Majid, A., van Staden, M., Boster, J.S., & Bowerman, M. (2004). Event categorization: A cross-linguistic perspective. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26 th Annual Meeting of the Cognitive Science Society (pp. 885-890). Mahwah, NJ: Lawrence Erlbaum. Pye, C. (1996). K'iche' Maya verbs of breaking and cutting. Kansas Working Papers in Linguistics. Pye, C., Loeb, D.F., & Pao, Y.Y. (1996). The acquisition of breaking and cutting. In E.V. Clark (Ed.), Proceedings of the 27 th Annual Child Language Research Forum. Stanford: CSLI Publications, 227-236. LECTURE 3, ACQUISITION OF GRAMMATICAL MORPHEMES Bickerton, D. (1981). Roots of language. Ann Arbor, MI: Karoma. Bickerton, D. (1984). The language bioprogram hypothesis. Behavioral and Brain Sciences, 7, 173-188. Bowerman, M. (1985). What shapes children's grammars? In D. Slobin (ed.), The crosslinguistic study of language acquisition, vol.2: Theoretical issues. Hillsdale, NJ: Lawrence Erlbaum.
Brown, P. (1994). The INs and ONs of Tzeltal locative expressions: The semantics of static descriptions of location. Linguistics 32, 743-90. Brown, P. (1998). Children s first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36, 713-753. Choi, S. & Bowerman, M. (1991). Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41, 83-121. de León, L. (2001). Finding the richest path: Language and cognition in the acquisition of verticality in Tzotzil (Mayan). In M. Bowerman & S.C. Levinson (Ed.), Language acquisition and conceptual development. Cambridge: Cambridge University Hopper, P. J. & Thompson, S. A. (1980). Transitivity in grammar and discourse. Language, 56, 251-99. Hopper, P. J. & Traugott, S. A. (1993). Grammaticalization. Cambridge: Cambridge University Jackendoff, R. (1987). Consciousness and the computational mind. Cambridge, MA: MIT Landau, B. & Jackendoff, R. (1993). "What" and "where" in spatial language and spatial cognition. Behavioral and Brain Sciences, 16, 217-238. Landau, B. & Stecker, D. S. (1990). Objects and places: Geometric and syntactic representations in early lexical learning. Cognitive Development, 5, 287-312. Schlesinger, I.M. (1979). Cognitive and linguistic structures: The case of the instrumental. Journal of Linguistics 15, 307-324. Shirai, Y. & Andersen, R. (1995). The acquisition of tense-aspect morphology: A prototype account. Language, 71, 743-762. Slobin, D. I. (1985). Crosslinguistic evidence for the Language-Making Capacity. In D.I. Slobin (Ed.),The crosslinguistic study of language acquisition, vol. 2: Theoretical issues. Hillsdale, NJ: Lawrence Erlbaum. Slobin, D. I. (1997). The origins of grammaticizable notions: beyond the individual mind. In D.I. Slobin (Ed.), The crosslinguistic study of language development, Vol. 5: Expanding the contexts. Mahwah, NJ: Lawrence Erlbaum. Talmy, L. 1981. How language structures space. In H. Pick & L. Acredolo (Eds.), Spatial orientation: Theory, research, and application. New York: Plenum. Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical form. In T. Shopen (Ed.), Language typology and syntactic description, Vol. III: Grammatical categories and the lexicon. Cambridge, UK: Cambridge University Talmy, L. (1988). The relation of grammar to cognition. In B. Rudzka-Ostyn (Ed.), Topics in cognitive linguistics. Amsterdam: John Benjamins. A few additional references on the acquisition of tense and aspect markers (see also Shirai & Andersen, above). Bickerton, D. (1989). The child, the bioprogram and the input data: a commentary on Cziko. First Language, 9, 33-37. Cziko, G.A. (1989). A review of the state-process and punctual-nonpunctual distinctions in children's acquisition of verbs. First Language, 9, 1-31. Li, Ping, & Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language 18, 311-350. Li, P. & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. Berlin/New York: Mouton de Gruyter. Shirai, Y. (1994). On the overgeneralization of progressive marking on stative verbs: Bioprogram or input? First Language, 14, 67-82.
Shirai, Y., Slobin, D. I., & Weist, R. E. (Eds.) (1998). First Language, 18: special issue on the acquisition of tense-aspect morphology. (See Introduction for an overview of the issues, and articles by a variety of authors who examine what we can learn about this problem from looking at children acquiring Russian, Turkish, Mandarin, Japanese, etc.)