title: Why theories of word learning don't always work as theories of verb learning.
abstract: Bloom's theory of word learning has difficulty accounting for children's verb acquisition. There is no predominant preverbal event concept, akin to the preverbal object concept, to direct children's early event-verb mappings. Children may take advantage of grammatical and linguistic information in verb acquisition earlier than Bloom allows. A distinction between lexical and grammatical learning is difficult to maintain for verb acquisition.
authors.affiliation: Department of Psychology, University of Connecticut, Storrs, CT 06269-1020 Naigles@uconnvm.uconn.edu.
authors.forename: Letitia R
authors.initials: LR
authors.lastname: Naigles