{"id":776,"date":"2023-12-11T09:40:55","date_gmt":"2023-12-11T17:40:55","guid":{"rendered":"https:\/\/linguamonium.com\/?p=776"},"modified":"2024-02-13T12:21:44","modified_gmt":"2024-02-13T20:21:44","slug":"the-cognitive-linguistic-world-of-a-3-year-old-part-iii","status":"publish","type":"post","link":"https:\/\/linguamonium.com\/?p=776","title":{"rendered":"The cognitive linguistic world of a 3-year-old (part III)"},"content":{"rendered":"<p>Following <a href=\"https:\/\/linguamonium.com\/?p=733\" target=\"_blank\" rel=\"noopener\">part I<\/a> and <a href=\"https:\/\/linguamonium.com\/?p=766\" target=\"_blank\" rel=\"noopener\">part II<\/a>, this will be the last in my three-part series. I had intended to finish the post in October, but life was consumed by a big move from West Coast to East, so writing had to pause for a while.<\/p>\n<p>For our final exploration of a preschooler\u2019s mind via language, I discuss pretend play, verb errors, a growing self-awareness, and conceptual categories. If my descriptions get a bit dry and technical, may the natural whimsy of the language samples (like raisins in an overbaked fruitcake) lend some sweetness to the whole.<\/p>\n<p><em>(Age in the language samples is represented by the formatting convention, used in developmental psychology, of years;months \u2013 e.g. 2;11 means \u201c2 years and 11 months.\u201d)<\/em><\/p>\n<p>&nbsp;<\/p>\n<h3><strong>Verbal pretend play<\/strong><\/h3>\n<p>Around the age of two and a half (maybe earlier), my son Ryden began using speech in pretend play \u2013 verbally bringing imagined objects, characters, interactions, and scenarios into his little world. Often he incorporated Legos or toy cars into his scenes. But sometimes this pretending didn\u2019t even involve physical props; it was very low-key. He would just be talking to himself while doing something unrelated, alternating speech between two fictional characters.<\/p>\n<p>Pretend play in general is a crucial part of early childhood development, helping to cultivate social, emotional, and linguistic skills. When children adopt other roles, they practice seeing from other perspectives, which fosters empathic and cooperative behaviors. Copying words they\u2019ve heard others say solidifies their growing vocabulary.<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{2;11} (Talking to himself while he\u2019s eating last bite of PB&amp;J bagel) \u201cI\u2019m gonna eat you up! No, no, don\u2019t eat me up!\u201d<\/li>\n<li>{3;0} \u201cMommy said no more getting treats. No, I want treats. No, I\u2019m angry. No more getting treats.\u201d (Playing by himself with puzzle pieces)<\/li>\n<li>{3;2} \u201cI\u2019m going to throw a spiderweb over you! I\u2019m a superhero! I\u2019m going to throw a web over you.\u201d (Then he was making large web-throwing gestures and noises and mischievous faces. Must have gotten something like this from YouTube, superheroes don\u2019t really come up in our talk at home.)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><strong>Verb errors: Creating \u2018novel causative verbs\u2019<\/strong><\/h3>\n<p>Echoing the sentiments I expressed <a href=\"https:\/\/linguamonium.com\/?p=640\" target=\"_blank\" rel=\"noopener\">here<\/a>, the language in this category is nerdily marvelous to me. That\u2019s because these snippets are real-live examples, from my real-live progeny, of a phenomenon researched at length by psycholinguist Melissa Bowerman \u2013 whose research had captivated me in grad school.<\/p>\n<p>Bowerman kept detailed journals of her two children\u2019s linguistic development when they were between the ages of 1 and 5. In her research<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a>, Bowerman analyzed errors that she called children\u2019s \u201cnovel causative verbs\u201d:<\/p>\n<p>\u201cChildren learning English begin to create novel causative verbs between the ages of about 2 and 3. They do this by using a predicate that is normally noncausative (usually an intransitive verb or adjective, but sometimes also a transitive verb or a locative particle) to mean roughly \u2018cause the state of affairs normally referred to by this word to come about\u2019.\u201d<a href=\"#_ftn2\" name=\"_ftnref2\">[2]<\/a><\/p>\n<p>I realize that quote is probably rather opaque. Let me give a few examples from the paper, and then unpack the terminology. Examples:<\/p>\n<ul>\n<li>\u201c<strong>Go<\/strong> me to the bathroom before you go to bed.\u201d (<em>go <\/em>should be <em>take<\/em>)<\/li>\n<li>\u201cI\u2019m gonna just <strong>fall<\/strong> this on her.\u201d (<em>fall <\/em>should be <em>drop<\/em>)<\/li>\n<li>\u201cDon\u2019t <strong>giggle<\/strong> me\u201d (<em>giggle <\/em>should be <em>tickle<\/em>)<\/li>\n<\/ul>\n<p>The bolded words above are intransitive verbs that the child has used in a transitive, causative way. If you can stay awake for it, a quick grammar refresher will help clarify. (<em>An asterisk (*) denotes ungrammatical words or sentences.<\/em>)<\/p>\n<ul>\n<li>A <strong>predicate <\/strong>is the word\/words in a sentence that describes what the subject is or does. In English, predicates can be verbs alone, or longer clauses (verbs plus other parts of speech like nouns, adjectives, and phrases).\n<ul>\n<li>Examples: <em>The little dog <u>laughed<\/u>. The dish <u>ran away with the spoon<\/u>. I <u>am the King of France<\/u><\/em><u>. <\/u><\/li>\n<\/ul>\n<\/li>\n<li>A <strong>transitive verb <\/strong>requires a direct object to express a complete idea.\n<ul>\n<li>Examples: <em>He <u>likes<\/u> pea soup<\/em>. *<em>He <u>likes<\/u><\/em>.<\/li>\n<\/ul>\n<\/li>\n<li>An <strong>intransitive verb <\/strong>cannot take a direct object.\n<ul>\n<li>Examples: <em>The rabbit <u>hopped<\/u>. *The rabbit <u>hopped<\/u> the frog. <\/em><\/li>\n<\/ul>\n<\/li>\n<li>Some verbs can be used both transitively and intransitively.\n<ul>\n<li>Examples: <em>I <u>broke<\/u> my favorite mug. My favorite mug <u>broke<\/u>. <\/em><\/li>\n<\/ul>\n<\/li>\n<li>A <strong>causative verb <\/strong>(or<strong> predicate<\/strong>) indicates that the subject caused or helped to make a situation come about.\n<ul>\n<li>Examples: <em>Tom <u>took<\/u> his dog to the park.<\/em> <em>My parents <u>made<\/u> me eat broccoli. <\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>So Bowerman is describing a type of error where the child twists a noncausative verb\/predicate like \u2018to fall\u2019, into a causative meaning like \u2018to cause to fall\u2019 (or \u2018to drop\u2019 \u2013 since dropping an object usually causes it to fall). Ryden\u2019s mistakes conform beautifully to this pattern.<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{2;11} \u2013 {3;0}\n<ul>\n<li>\u201cI <strong>feel<\/strong> you better\u201d (early morning, I\u2019m lying on couch, he\u2019s getting his new toy medicine kit)\n<ul>\n<li>Correct form: <em>I <strong>make <\/strong>you <strong>feel <\/strong>better<\/em><\/li>\n<\/ul>\n<\/li>\n<li>\u201cNo, I don\u2019t want the sticker! <strong>Go<\/strong> it away!\u201d\n<ul>\n<li>Correct form: <strong><em>Move\/Take\/Put <\/em><\/strong><em>it away <\/em>or <strong><em>Make <\/em><\/strong><em>it <strong>go <\/strong>away<\/em><\/li>\n<\/ul>\n<\/li>\n<li>\u201cMilk <strong>feel <\/strong>me better\u201d\n<ul>\n<li>Correct form: <em>Milk <strong>makes <\/strong>me <strong>feel <\/strong>better<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;1} \u201cI drank my milk. Milk gonna <strong>grow <\/strong>me big and strong?\u201d\n<ul>\n<li>Correct form: <em>Milk gonna <strong>make <\/strong>me <strong>grow <\/strong>big and strong<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>{3;4} \u201cCan you <strong>flat<\/strong> this down please?\u201d\n<ul>\n<li>Correct form: <em>Can you <strong>flatten<\/strong> this down <\/em>or <em>Can you <strong>make <\/strong>this <strong>flat<\/strong><\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><strong>Temporal understanding and awareness of self<\/strong><\/h3>\n<p>This broad grouping encompasses Ryden\u2019s growing awareness of both the passage of time and himself as an autonomous being in time, who grows and changes, and is separate from other people.<\/p>\n<p>The basics of self-awareness (realizing that you are distinct from others) develop early \u2013 between 15 and 24 months. Researchers commonly use what\u2019s called <a href=\"https:\/\/en.wikipedia.org\/wiki\/Mirror_test#Humans\" target=\"_blank\" rel=\"noopener\"><strong>the rouge test<\/strong><\/a> (identifying oneself in a mirror) to determine whether a young child has started to become self-aware. Some also claim that pronominal language like \u201cI, me, mine&#8221; and \u201c<a href=\"https:\/\/www.psychologytoday.com\/us\/blog\/great-kids-great-parents\/201211\/self-awareness\" target=\"_blank\" rel=\"noopener\">empathic acts<\/a>\u201d are further evidence.<\/p>\n<p>Cognitive psychologist Philippe Rochat detailed <a href=\"https:\/\/psychology.emory.edu\/cognition\/rochat\/Rochat5levels.pdf\" target=\"_blank\" rel=\"noopener\">five levels<\/a> of expanding self-awareness, from birth to ages 4-5. The rouge test and self-referential language I mentioned belong to his \u201cLevel 3: Identification.\u201d After that comes \u201cLevel 4: Permanence\u201d: \u201cThis stage occurs after infancy when children are aware that their sense of self continues to exist across both time and space.\u201d<a href=\"#_ftn3\" name=\"_ftnref3\">[3]<\/a> The language from Ryden below illustrates this type of awareness.<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{2;11} \u201cI\u2019m not a baby anymore.\u201d (I was hugging him in the morning, saying \u201cyou\u2019re my baby\u201d)<\/li>\n<li>{3;0} \u201cOh, I can\u2019t reach the light. I\u2019m not a big grown yet.\u201d (reaching for porch light)<\/li>\n<li>{3;1} (In bed in dark, I was singing to him)\n<ul>\n<li>R: \u201cYou\u2019re gonna go to bed too?\u201d<\/li>\n<li>Me: \u201cYeah, soon\u201d<\/li>\n<li>R: \u201cWhat you\u2019re gonna do? (Pause) \u201cWhat daddy gonna do?\u201d\n<ul>\n<li>(This was his first time really indicating that he was thinking about what would happen with us after he was asleep. He\u2019s developing consciousness of other people doing things outside of his immediate here &amp; now, unrelated to him\u2026)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>What\u2019s next? \u201cOnce a child has achieved self-awareness, the child is moving toward understanding social emotions such as guilt, shame or embarrassment, and pride, as well as sympathy and empathy. These will require an understanding of the mental state of others which is acquired around age 3 to 5 [\u2026]\u201d<a href=\"#_ftn4\" name=\"_ftnref4\">[4]<\/a><\/p>\n<p>I must therefore remember that the social-emotional segments of my son\u2019s brain are still ripening. He\u2019s 4 now, and it\u2019s a full-time job encouraging the growth of sympathetic tendrils from his often impulsive, self-centered nature.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong>Conceptual categories<\/strong><\/h3>\n<p>The examples here are particularly fun because they reveal so explicitly Ryden\u2019s acquisition of <strong>conceptual category<\/strong> structure.<\/p>\n<p>Human minds love to categorize. Fields like cognitive linguistics and psychology propose abstract mental constructs called<strong> conceptual<\/strong> (or <strong>cognitive<\/strong>) <strong>categories<\/strong> to describe how we organize and talk about concrete and abstract entities. For example, we see an <em>orange<\/em> and understand that to be a specific instantiation of the broader category <em>fruit<\/em>. Categories group similar items together.<\/p>\n<p>Conceptual categories are divided into three levels (again with the levels!): <strong>superordinate<\/strong>, <strong>basic<\/strong>, and <strong>subordinate<\/strong>.<a href=\"#_ftn5\" name=\"_ftnref5\">[5]<\/a><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-783 alignleft\" src=\"https:\/\/i0.wp.com\/linguamonium.com\/wp-content\/uploads\/2023\/12\/screenshot3.png?resize=300%2C286&#038;ssl=1\" alt=\"\" width=\"300\" height=\"286\" srcset=\"https:\/\/i0.wp.com\/linguamonium.com\/wp-content\/uploads\/2023\/12\/screenshot3.png?resize=300%2C286&amp;ssl=1 300w, https:\/\/i0.wp.com\/linguamonium.com\/wp-content\/uploads\/2023\/12\/screenshot3.png?w=351&amp;ssl=1 351w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" data-recalc-dims=\"1\" \/><\/p>\n<ul>\n<li><strong>Superordinate level categories <\/strong>are the most general, and have few items.<\/li>\n<li><strong>Basic level categories<\/strong> are \u201cthe most culturally salient,\u201d \u201cthe most cognitively efficient,\u201d<a href=\"#_ftn6\" name=\"_ftnref6\">[6]<\/a> and the most detailed in our minds. They contain more items than the levels above and below.<\/li>\n<li><strong>Subordinate level categories <\/strong>are the most specific, and also have few items.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Humans seem to prefer the basic level when labeling and discussing things in the world. We learn basic level categories more easily, and identify objects belonging to these categories more quickly. Roger Brown, a psychologist and child language researcher, observed that \u201cchildren use these categories first in language learning, and superordinates are especially difficult for children to fully acquire.\u201d<a href=\"#_ftn7\" name=\"_ftnref7\">[7]<\/a><\/p>\n<p>After reading the samples here, I\u2019d love to know if your interpretations align with mine below.<\/p>\n<h4><strong>Language samples<\/strong><\/h4>\n<ul>\n<li>{3;5} \u201cI hear crows! Crows are a kind of boid (= \u2018bird\u2019)\u201d (said on walk \/ bike ride)<\/li>\n<li>{3;5} \u201cBiscuit is a kind of bread. That look similar to the other ones. Right? Right mommy?\u201d<\/li>\n<li>{3;6}\n<ul>\n<li>R: \u201cA zombie\u201d<\/li>\n<li>Me: \u201cA zombie?\u201d<\/li>\n<li>R: \u201cThat\u2019s a kind of monstoir (= \u2018monster\u2019)\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The three examples illustrate Ryden\u2019s familiarity with what I would consider to be basic level categories (<em>bird<\/em>, <em>bread<\/em>, <em>monster<\/em>). At the time of these utterances, he\u2019s figuring out how more specific, i.e. subordinate level, categories (<em>crow<\/em>, <em>biscuit<\/em>, <em>zombie<\/em>) fit into their basic level counterparts. And he\u2019s using very explicit language to do it \u2013 the expression \u201c&lt;X&gt; [be] a kind of &lt;Y&gt;\u201d \u2013 which he\u2019d seemingly just learned and was rearing to put to use in testing his cognitive category hypotheses. \ud83d\ude0a<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\">* * * * * * * * * * * * * * *<\/p>\n<p>&nbsp;<\/p>\n<p>That\u2019s it for this series. I hope the posts were an appropriate mix of informative and amusing! I\u2019ll end with a more personal, longer-term hope as well\u2026which is that my son won\u2019t resent me too much when he\u2019s older for so publicly and minutely analyzing his little kid speech.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> The most relevant papers here are <a href=\"https:\/\/pure.mpg.de\/rest\/items\/item_1451201\/component\/file_1451200\/content\" target=\"_blank\" rel=\"noopener\">Learning the structure of causative verbs<\/a> and <a href=\"https:\/\/pure.mpg.de\/rest\/items\/item_1454686\/component\/file_1454685\/content\" target=\"_blank\" rel=\"noopener\">Evaluating\u2026Causative Verbs<\/a>.<\/p>\n<p><a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> Page 11 in <a href=\"https:\/\/pure.mpg.de\/rest\/items\/item_1454686\/component\/file_1454685\/content\" target=\"_blank\" rel=\"noopener\">Evaluating\u2026Causative Verbs<\/a><\/p>\n<p><a href=\"#_ftnref3\" name=\"_ftn3\">[3]<\/a> <a href=\"https:\/\/courses.lumenlearning.com\/child\/chapter\/development-of-self-2\/\" target=\"_blank\" rel=\"noopener\">Development-of-self-2<\/a><\/p>\n<p><a href=\"#_ftnref4\" name=\"_ftn4\">[4]<\/a> <a href=\"https:\/\/courses.lumenlearning.com\/child\/chapter\/development-of-self-2\/\" target=\"_blank\" rel=\"noopener\">Development-of-self-2<\/a><\/p>\n<p><a href=\"#_ftnref5\" name=\"_ftn5\">[5]<\/a> <a href=\"https:\/\/cogling.fandom.com\/wiki\/Levels_of_categorization\" target=\"_blank\" rel=\"noopener\">Levels_of_categorization<\/a><\/p>\n<p><a href=\"#_ftnref6\" name=\"_ftn6\">[6]<\/a> Page 1 in <a href=\"https:\/\/www.researchgate.net\/publication\/258152827_Basic-level_categories_A_review\" target=\"_blank\" rel=\"noopener\">Basic-level_categories_A_review<\/a><\/p>\n<p><a href=\"#_ftnref7\" name=\"_ftn7\">[7]<\/a> <a href=\"https:\/\/ecampusontario.pressbooks.pub\/testbookje\/chapter\/categories-and-concepts\/\" target=\"_blank\" rel=\"noopener\">Categories-and-concepts<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>* Photo attribution: <a href=\"https:\/\/flickr.com\/photos\/susangreig\/41383867502\/\" target=\"_blank\" rel=\"noopener\">Reaching<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Following part I and part II, this will be the last in my three-part series. I had intended to finish the post in October, but life was consumed by a big move from West Coast to East, so writing had to pause for a while. For our final exploration of a preschooler\u2019s mind via language,&#8230;<\/p>\n","protected":false},"author":1,"featured_media":778,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_newsletter_tier_id":0,"footnotes":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false}}},"categories":[15],"tags":[230,226,228,236,229,235,201],"class_list":["post-776","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-language-acquisition","tag-child-development","tag-child-language-acquisition","tag-cognition","tag-cognitive-science","tag-learning","tag-psychology","tag-verbs"],"jetpack_publicize_connections":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The cognitive linguistic world of a 3-year-old (part III) - Linguamonium<\/title>\n<meta name=\"description\" content=\"Part III of child language acquisition series. Explore a preschooler&#039;s mind via linguistic examples of pretend play, verb errors, and more.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/linguamonium.com\/?p=776\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The cognitive linguistic world of a 3-year-old (part III) - Linguamonium\" \/>\n<meta property=\"og:description\" content=\"Part III of child language acquisition series. Explore a preschooler&#039;s mind via linguistic examples of pretend play, verb errors, and more.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/linguamonium.com\/?p=776\" \/>\n<meta property=\"og:site_name\" content=\"Linguamonium\" \/>\n<meta property=\"article:published_time\" content=\"2023-12-11T17:40:55+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-02-13T20:21:44+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/linguamonium.com\/wp-content\/uploads\/2023\/12\/child-reaching.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"800\" \/>\n\t<meta property=\"og:image:height\" content=\"415\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"hannah\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@linguamonium\" \/>\n<meta name=\"twitter:site\" content=\"@linguamonium\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"hannah\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"8 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/linguamonium.com\/?p=776#article\",\"isPartOf\":{\"@id\":\"https:\/\/linguamonium.com\/?p=776\"},\"author\":{\"name\":\"hannah\",\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238\"},\"headline\":\"The cognitive linguistic world of a 3-year-old (part III)\",\"datePublished\":\"2023-12-11T17:40:55+00:00\",\"dateModified\":\"2024-02-13T20:21:44+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/linguamonium.com\/?p=776\"},\"wordCount\":1698,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238\"},\"keywords\":[\"child development\",\"child language acquisition\",\"cognition\",\"cognitive science\",\"learning\",\"psychology\",\"verbs\"],\"articleSection\":[\"Language Acquisition\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/linguamonium.com\/?p=776#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/linguamonium.com\/?p=776\",\"url\":\"https:\/\/linguamonium.com\/?p=776\",\"name\":\"The cognitive linguistic world of a 3-year-old (part III) - Linguamonium\",\"isPartOf\":{\"@id\":\"https:\/\/linguamonium.com\/#website\"},\"datePublished\":\"2023-12-11T17:40:55+00:00\",\"dateModified\":\"2024-02-13T20:21:44+00:00\",\"description\":\"Part III of child language acquisition series. Explore a preschooler's mind via linguistic examples of pretend play, verb errors, and more.\",\"breadcrumb\":{\"@id\":\"https:\/\/linguamonium.com\/?p=776#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/linguamonium.com\/?p=776\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/linguamonium.com\/?p=776#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/linguamonium.com\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"The cognitive linguistic world of a 3-year-old (part III)\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/linguamonium.com\/#website\",\"url\":\"https:\/\/linguamonium.com\/\",\"name\":\"Linguamonium\",\"description\":\"A tumult of linguistic musings\",\"publisher\":{\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238\"},\"alternateName\":\"Linguamo\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/linguamonium.com\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":[\"Person\",\"Organization\"],\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238\",\"name\":\"hannah\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/linguamonium.com\/wp-content\/uploads\/2018\/06\/cropped-dummeh-babboh-2-1.png\",\"contentUrl\":\"https:\/\/linguamonium.com\/wp-content\/uploads\/2018\/06\/cropped-dummeh-babboh-2-1.png\",\"width\":512,\"height\":512,\"caption\":\"hannah\"},\"logo\":{\"@id\":\"https:\/\/linguamonium.com\/#\/schema\/person\/image\/\"},\"sameAs\":[\"https:\/\/linguamonium.com\",\"www.linkedin.com\/in\/hannah-vanbrunt\",\"https:\/\/twitter.com\/linguamonium\"],\"url\":\"https:\/\/linguamonium.com\/?author=1\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"The cognitive linguistic world of a 3-year-old (part III) - Linguamonium","description":"Part III of child language acquisition series. Explore a preschooler's mind via linguistic examples of pretend play, verb errors, and more.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/linguamonium.com\/?p=776","og_locale":"en_US","og_type":"article","og_title":"The cognitive linguistic world of a 3-year-old (part III) - Linguamonium","og_description":"Part III of child language acquisition series. Explore a preschooler's mind via linguistic examples of pretend play, verb errors, and more.","og_url":"https:\/\/linguamonium.com\/?p=776","og_site_name":"Linguamonium","article_published_time":"2023-12-11T17:40:55+00:00","article_modified_time":"2024-02-13T20:21:44+00:00","og_image":[{"width":800,"height":415,"url":"https:\/\/linguamonium.com\/wp-content\/uploads\/2023\/12\/child-reaching.jpg","type":"image\/jpeg"}],"author":"hannah","twitter_card":"summary_large_image","twitter_creator":"@linguamonium","twitter_site":"@linguamonium","twitter_misc":{"Written by":"hannah","Est. reading time":"8 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/linguamonium.com\/?p=776#article","isPartOf":{"@id":"https:\/\/linguamonium.com\/?p=776"},"author":{"name":"hannah","@id":"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238"},"headline":"The cognitive linguistic world of a 3-year-old (part III)","datePublished":"2023-12-11T17:40:55+00:00","dateModified":"2024-02-13T20:21:44+00:00","mainEntityOfPage":{"@id":"https:\/\/linguamonium.com\/?p=776"},"wordCount":1698,"commentCount":0,"publisher":{"@id":"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238"},"keywords":["child development","child language acquisition","cognition","cognitive science","learning","psychology","verbs"],"articleSection":["Language Acquisition"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/linguamonium.com\/?p=776#respond"]}]},{"@type":"WebPage","@id":"https:\/\/linguamonium.com\/?p=776","url":"https:\/\/linguamonium.com\/?p=776","name":"The cognitive linguistic world of a 3-year-old (part III) - Linguamonium","isPartOf":{"@id":"https:\/\/linguamonium.com\/#website"},"datePublished":"2023-12-11T17:40:55+00:00","dateModified":"2024-02-13T20:21:44+00:00","description":"Part III of child language acquisition series. Explore a preschooler's mind via linguistic examples of pretend play, verb errors, and more.","breadcrumb":{"@id":"https:\/\/linguamonium.com\/?p=776#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/linguamonium.com\/?p=776"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/linguamonium.com\/?p=776#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/linguamonium.com\/"},{"@type":"ListItem","position":2,"name":"The cognitive linguistic world of a 3-year-old (part III)"}]},{"@type":"WebSite","@id":"https:\/\/linguamonium.com\/#website","url":"https:\/\/linguamonium.com\/","name":"Linguamonium","description":"A tumult of linguistic musings","publisher":{"@id":"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238"},"alternateName":"Linguamo","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/linguamonium.com\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":["Person","Organization"],"@id":"https:\/\/linguamonium.com\/#\/schema\/person\/f6a9c49248cb623f9a6061aaacff0238","name":"hannah","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/linguamonium.com\/#\/schema\/person\/image\/","url":"https:\/\/linguamonium.com\/wp-content\/uploads\/2018\/06\/cropped-dummeh-babboh-2-1.png","contentUrl":"https:\/\/linguamonium.com\/wp-content\/uploads\/2018\/06\/cropped-dummeh-babboh-2-1.png","width":512,"height":512,"caption":"hannah"},"logo":{"@id":"https:\/\/linguamonium.com\/#\/schema\/person\/image\/"},"sameAs":["https:\/\/linguamonium.com","www.linkedin.com\/in\/hannah-vanbrunt","https:\/\/twitter.com\/linguamonium"],"url":"https:\/\/linguamonium.com\/?author=1"}]}},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/linguamonium.com\/wp-content\/uploads\/2023\/12\/child-reaching.jpg?fit=800%2C415&ssl=1","jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/posts\/776","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/linguamonium.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=776"}],"version-history":[{"count":14,"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/posts\/776\/revisions"}],"predecessor-version":[{"id":792,"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/posts\/776\/revisions\/792"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/linguamonium.com\/index.php?rest_route=\/wp\/v2\/media\/778"}],"wp:attachment":[{"href":"https:\/\/linguamonium.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=776"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/linguamonium.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=776"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/linguamonium.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=776"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}