This work investigates children's early semantic representations of gradable adjectives (GAs) and proposes that infants perform a probabilistic analysis of the input to learn about abstract differences within this category. I first demonstrate that children as young as age three distinguish between relative (e.g., 'big', 'long'), maximum standard absolute (e.g.,...
Recent work exploring children's verb learning in the laboratory has generated some interesting contradictions. Some studies have found that children as old as 4 years old are unable to reliably map a novel verb to an action (e.g., Kersten & Smith, 2002; Imai, Haryu, & Okada, 2005), even though much...