Sum: non-literal use of Motion Vs in child language

[Stathis Selimis]

Two weeks ago, I posted a query concerning recent work on (conceptual) metaphor and, more particularly, on non-literal use of Motion Verbs in child language.  I wish to thank Brisard F., Ezdine E., Krainz S., Lakoff G., Matlock T., McCune L., Millians M., Muschard J., and Siqueira M., who responded.  Here are the references I received (Most of them do not directly address my question, as the respondents acknowledged, however they may be helpful.):

--Bloom, Paul. How Children Learn the Meaning of Words.

--Herr-Israel, E. and McCune, L.  (2003).  Relational words, motion events and the transition to verb meanings. In N. Gagarina &I Gulzow (eds.) Verb grammar in the early stages of language acquisition. Netherlands: Kluwer Academic Publishers.

--Maglio, P.P., & Matlock, T. (1999). The conceptual structure of information space. In Munro, A., Benyon, D., & Hook, K. (Eds.), Social navigation of information space (pp.155-173). Springer Verlag.

--Matlock, T. (in press). Fictive motion as cognitive simulation. Memory & Cognition.

--Matlock, T. (in press). The conceptual motivation of fictive motion. In G. Radden and R. Dirven (Eds.), Motivation in grammar. Amsterdam: John H. Benjamins.

--Matlock, T., & Richardson, D.C. (2004).  Do eye movements go with fictive motion?  Proceedings of the 26th Annual Conference of the Cognitive Science Society.

--Matlock, T., Ramscar, M., & Boroditsky, L. (2003). The experiential basis of meaning. Proceedings of the 25th Annual Conference of the Cognitive Science Society.

--Talmy, Leonard. (2000).  Toward a cognitive semantics. Cambridge, Mass.: MIT Press.

--Winner, Ellen.  (1988).  The Point of Words.

            Stathis S.






______________________________________________

Stathis Selimis, Ph.D. student

Dept. of Early Childhood Education, U. of Athens, Greece

Tel. +30 210 9351375, +30 697 3848435 (mob.)

Home address: Ellispontou 65, 171 24, Nea Smyrni

E-mail: sselimis at yahoo.gr




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