Verbal Knowledge Research Articles

Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes.

This study examined the role of parental involvement in the home learning environment in the association between parental mental health and child cognitive performance. In a sample of 174 three- to five-year-old children (52% female, 97% White, 7% Hispanic, 2019-2022), playful activities moderated the relation between parental general depression and child verbal reasoning and acquired verbal knowledge. However, there was no evidence that parental involvement moderated the association between parental mental health and child spatial reasoning. These results improve our understanding of the pathways by which parental mental health, even in a non-clinical community sample, relate to child outcomes and raise the possibility of leveraging playful activities as one mechanism to alleviate the potential role of parental mental health difficulties.

Relationship between subjective cognitive functioning and fluid and crystallized cognitive abilities in bipolar disorder.

People with bipolar disorder (BD) often show inaccurate subjective ratings of their objective cognitive function. However, it is unclear what information individuals use to formulate their subjective ratings. This study evaluated whether people with BD are likely using information about their crystallized cognitive abilities (which involve an accumulated store of verbal knowledge and skills and are typically preserved in BD) or their fluid cognitive abilities (which involve the capacity for new learning and information processing in novel situations and are typically impaired in BD) to formulate their subjective cognitive ratings. Eighty participants diagnosed with BD and 55 control volunteers were administered cognitive tests assessing crystallized and fluid cognitive abilities. Subjective cognitive functioning was assessed with the Cognitive Failures Questionnaire (CFQ), daily functioning was rated using the Multidimensional Scale of Independent Functioning (MSIF) and the Global Assessment of Functioning Scale (GAF), and quality of life was assessed with the Quality of Life in Bipolar Disorder scale (QoL.BD). The BD group exhibited considerably elevated subjective cognitive complaints relative to controls. Among participants with BD, CFQ scores were associated with fluid cognitive abilities including measures of memory and executive function, but not to crystallized abilities. After controlling for objective cognition and depression, higher cognitive complaints predicted poorer psychosocial outcomes. Cognitive self-reports in BD may represent a metacognitive difficulty whereby cognitive self-appraisals are distorted by a person's focus on their cognitive weaknesses rather than strengths. Moreover, negative cognitive self-assessments are associated with poorer daily functioning and diminished quality of life.

Informal language contact and formulaic language development of Chinese students abroad during a global crisis

Abstract This longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019–2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second language (L2). Data from a Language Contact Questionnaire, a Study Abroad Social Network Survey, and semi-structured interviews indicated significant changes in their L2 use and social networks. Our findings showed that the students sharply reduced their L2 contact and increased their use of first language (L1) during the pandemic. Productive and receptive tests assessing phrasal verb knowledge revealed that the students did not make significant gains after the pandemic lockdown. The study suggests that significant changes in the living environment can directly impact students’ L2 usage and their formulaic language development.

Verbal semantic expertise is associated with reduced functional connectivity between left and right anterior temporal lobes.

The left and right anterior temporal lobes (ATLs) encode semantic representations. They show graded hemispheric specialization in function, with the left ATL contributing preferentially to verbal semantic processing. We investigated the cognitive correlates of this organization, using resting-state functional connectivity as a measure of functional segregation between ATLs. We analyzed two independent resting-state fMRI datasets (n= 86 and n= 642) in which participants' verbal semantic expertise was measured using vocabulary tests. In both datasets, people with more advanced verbal semantic knowledge showed weaker functional connectivity between left and right ventral ATLs. This effect was highly specific. It was not observed for within-hemisphere connections between semantic regions (ventral ATL and inferior frontal gyrus (IFG), though it was found for left-right IFG connectivity in one dataset). Effects were not found for tasks probing semantic control, nonsemantic cognition, or face recognition. Our results suggest that hemispheric specialization in the ATLs is not an innate property but rather emerges as people develop highly detailed verbal semantic representations. We speculate that this effect is a consequence of the left ATL's greater connectivity with left-lateralized written word recognition regions, which causes it to preferentially represent meaning for advanced vocabulary acquired primarily through reading.

L2 learners’ aural and orthographic phrasal verb knowledge in relation to their listening comprehension

The present study investigated the relationships between aural and orthographic knowledge of L2 phrasal verbs (PVs) and between these and listening comprehension. A total of 188 Chinese university English as a foreign language (EFL) students participated in the study. The research instruments were aural and orthographic PV meaning recall tests and a version of the listening section of the Test of English for International Communication (TOEIC). The results indicated that the L2 learners’ orthographic PV knowledge was significantly correlated to their aural PV knowledge. In addition, the former was significantly larger than the latter. Regarding their relationships with L2 listening comprehension, aural PV knowledge was more strongly correlated to listening comprehension than orthographic PV knowledge; and these correlations were both significant. Further, although aural PV knowledge better predicted listening comprehension than orthographic PV knowledge, the differences between their predictive capacities were not large. Based on the findings of the study, implications are suggested.

Cognitive functioning in adults with autism spectrum disorder

Introduction Neuropsychological deficits in areas of Executive Functioning (EF), theory of mind, and central coherence have been well-documented among children and adolescents with autism spectrum disorder (ASD); however, there remains a significant gap in knowledge with regards to neuropsychological profile in adults with ASD. This study aims to investigate the intellectual functioning and neuropsychological profiles of a clinical population of adults with ASD. Methods This cross-sectional study included 40 available autistic individuals referred to an adult developmental disorders clinic at a hospital between 2021 and 2022. All participants were assessed using the Stanford-Binet Intelligence Scale (SBIS), Autism Spectrum Quotient (AQ), Ritvo Autism Asperger Diagnostic Scale-Revised (RAADS-R), and Social Responsiveness Scale (SRS). Results Individuals with ASD exhibited lower IQ scores across all domains of the Stanford-Binet Intelligence Scale, compared to the general population, although the mean IQ scores remained within the normal range. Significant differences were observed in Full Scale IQ, Verbal IQ, Non-Verbal IQ, Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory compared to the general population. Additionally, autistic individuals’ performance on verbal knowledge was higher compared to non-verbal knowledge. No significant correlations were found between the total and subscale scores of verbal and nonverbal IQ and AQ, RAADS-R, and SRS scores. Conclusion Considering the significant impacts of cognitive and executive function on the social and occupational aspects of autistic adults, further investigations in this area are warranted.

EEG oscillatory evidence for the temporal dynamics of divergent and convergent thinking in the verbal knowledge domain

This study investigates neural mechanisms of divergent and convergent thinking in the verbal knowledge domain while taking into account activation related to working memory (WM). Divergent thinking was assessed using the Alternate Uses Task (AUT) and convergent thinking using the Compound Remote Associates task (RAT). We analyzed upper alpha band (10–12 Hz) oscillatory activity, in which we accounted for the temporal dynamics of both thinking processes by investigating three different time points during each trial for both tasks. We subtracted WM-related oscillatory activity measured by a serial recall task within the same knowledge domain and by using highly similar stimulus material as in both divergent and convergent thinking tasks. Our results show a strong upper alpha synchronization during divergent relative to convergent thinking, most pronounced at fronto-parietal electrodes. Moreover, we observed highest synchronization towards the middle (in contrast to the beginning and end) of each trial during both thinking processes. The results of the present study extend previous findings in the visuo-spatial knowledge domain, using a highly similar analytical approach to investigate divergent and convergent thinking. Together, these findings provide theoretical implications on how divergent and convergent thinking interact beyond WM across different knowledge domains by emphasizing their complex interplay.

Verb Vocabulary Supports Event Probability Use in Developmental Language Disorder.

Children with developmental language disorder (DLD) tend to interpret noncanonical sentences like passives using event probability (EP) information regardless of structure (e.g., by interpreting "The dog was chased by the squirrel" as "The dog chased the squirrel"). Verbs are a major source of EP information in adults and children with typical development (TD), who know that "chase" implies an unequal relationship among participants. Individuals with DLD have poor verb knowledge and verb-based sentence processing. Yet, they also appear to rely more on EP information than their peers. This paradox raises two questions: (a) How do children with DLD use verb-based EP information alongside other information in online passive sentence interpretation? (b) How does verb vocabulary knowledge support EP information use? We created novel EP biases by showing animations of agents with consistent action tendencies (e.g., clumsy vs. helpful actions). We then used eye tracking to examine how this EP information was used during online passive sentence processing. Participants were 4- to 5-year-old children with DLD (n = 20) and same-age peers with TD (n = 20). In Experiment 1, children with DLD quickly integrated verb-based EP information with morphosyntax close to the verb but failed to do so with distant morphosyntax. In Experiment 2, the quality of children's sentence-specific verb vocabulary knowledge was positively associated with the use of EP information in both groups. Depending on the morphosyntactic context, children with DLD and TD used EP information differently, but verb vocabulary knowledge aided its use. https://doi.org/10.23641/asha.25491805.

Volumetric analysis of hippocampal subregions and subfields in left and right semantic dementia.

Two variants of semantic dementia are recognized based on the laterality of temporal lobe involvement: a left-predominant variant associated with verbal knowledge impairment and a right-predominant variant associated with behavioural changes and non-verbal knowledge loss. This cross-sectional clinicoradiologic study aimed to assess whole hippocampal, subregion, and/or subfield volume loss in semantic dementia versus controls and across its variants. Thirty-five semantic dementia participants and 15 controls from the Neurodegenerative Research Group at Mayo Clinic who had completed 3.0-T volumetric magnetic resonance imaging and 18F-fluorodeoxyglucose-positron emission tomography were included. Classification as left-predominant (n = 25) or right-predominant (n = 10) variant was based on temporal lobe hypometabolism. Volumes of hippocampal subregions (head, body, and tail) and subfields (parasubiculum, presubiculum, subiculum, cornu ammonis 1, cornu ammonis 3, cornu ammonis 4, dentate gyrus, molecular layer, hippocampal-amygdaloid transition area, and fimbria) were obtained using FreeSurfer 7. Subfield volumes were measured separately from head and body subregions. We fit linear mixed-effects models using log-transformed whole hippocampal/subregion/subfield volumes as dependent variables; age, sex, total intracranial volume, hemisphere and a group-by-hemisphere interaction as fixed effects; and subregion/subfield nested within hemisphere as a random effect. Significant results (P < 0.05) are hereby reported. At the whole hippocampal level, the dominant (predominantly involved) hemisphere of both variants showed 23-27% smaller volumes than controls. The non-dominant (less involved) hemisphere of the right-predominant variant also showed volume loss versus controls and the left-predominant variant. At the subregional level, both variants showed 17-28% smaller dominant hemisphere head, body, and tail than controls, with the right-predominant variant also showing 8-12% smaller non-dominant hemisphere head than controls and left-predominant variant. At the subfield level, the left-predominant variant showed 12-36% smaller volumes across all dominant hemisphere subfields and 14-15% smaller non-dominant hemisphere parasubiculum, presubiculum (head and body), subiculum (head) and hippocampal-amygdaloid transition area than controls. The right-predominant variant showed 16-49% smaller volumes across all dominant hemisphere subfields and 14-22% smaller parasubiculum, presubiculum, subiculum, cornu ammonis 3, hippocampal-amygdaloid transition area (all from the head) and fimbria of non-dominant hemisphere versus controls. Comparison of dominant hemispheres showed 16-29% smaller volumes of the parasubiculum, presubiculum (head) and fimbria in the right-predominant than left-predominant variant; comparison of non-dominant hemispheres showed 12-15% smaller cornu ammonis 3, cornu ammonis 4, dentate gyrus, hippocampal-amygdaloid transition area (all from the head) and cornu ammonis 1, cornu ammonis 3 and cornu ammonis 4 (all from the body) in the right-predominant variant. All hippocampal subregion/subfield volumes are affected in semantic dementia, although some are more affected in both dominant and non-dominant hemispheres of the right-predominant than the left-predominant variant by the time of presentation. Involvement of hippocampal structures is apparently more subregion dependent than subfield dependent, indicating possible superiority of subregion volumes as disease biomarkers.

Knowledge-integrated Multi-modal Movie Turning Point Identification

The rapid development of artificial intelligence provides rich technologies and tools for the automated understanding of literary works. As a comprehensive carrier of storylines, movies are natural multimodal data sources that provide sufficient data foundations, and how to fully leverage the benefits of data remains a sustainable research hotspot. In addition, the efficient representation of multi-source data also poses new challenges for information fusion technology. Therefore, we propose a knowledge-enhanced turning points identification (KTPi) method for multimodal scene recognition. First, the BiLSTM method is used to encode scene text and integrate contextual information into scene representations to complete text sequence modeling. Then, the graph structure is used to model all scenes, which strengthens long-range semantic dependencies between scenes and enhances scene representations using graph convolution network. After, the self-supervised method is used to obtain the optimal number of neighboring nodes in sparse graph. Next, actor and verb knowledge involved in the scene text are added to the multimodal data to enhance the diversity of scene feature expressions. Finally, the teacher-student network strategy is used to train the KTPi model. Experimental results show that KTPi outperforms baseline methods in scene role recognition tasks, and ablation experiments show that incorporating knowledge into multimodal model can improve its performance.

Revising the core knowledge confusions scale: a measure of logical error associated with cognitive and personality traits

AbstractThe Core Knowledge Confusions scale (CKC) was designed to predict paranormal and spiritual beliefs, alternative health beliefs and the degree to which people assign meaning to events. It measures the likelihood of individuals' tendency to accept ontologically confused content as literally true and has been used to investigate beliefs such as the paranormal. However, the psychometric properties of the CKC have not been tested, limiting the scale’s practical utility. The CKC was revised and tested, internal consistency was checked, and associations to paranormal belief were assessed using a panel survey of 1010 Australian residents (Mage = 52, SD = 17.69, Female = 56%). Using structural equation modelling and regression, the revised scale (CKC-R) content deviated from previous findings. However, it demonstrated acceptable internal, construct, and divergent validity. External correlates of the CKC-R were aligned with expectations: associating with high verbal knowledge, an intuitive cognitive style, and the absorption personality trait (i.e., a tendency to experience altered states of consciousness). The CKC-R provides researchers with a validated measure predicting paranormal belief that is associated with both cognitive and personality-based traits. Interpretation of the CKC-R as a measure of ontological error is less clear and requires further investigation.

MONOLOGIC AND DIALOGIC METHOD IN THE PROCESS OF SOCIAL SCIENCE STUDIES

Higher education, faced with many of today's global challenges, focuses on innovative approaches to the organization of the study process, which will be able to professionally prepare and develop students' thinking. It is important for social science students, especially future social science professionals, to develop a holistic experience. Therefore, the purpose of the article is to analyze monological and dialogic methods in the study process. Studies based on verbal text knowledge transfer develop the working memory of a social science professional, but the ability to navigate and work in real professional situations remains very weak. It is hoped that students will acquire the necessary skills in practice, although in reality the acquired theoretical knowledge exists separately from the specific case and the ability to work with this case. The conclusions show, that it is necessary not only to teach students to work with a large amount of information, but also to highlight the importance of how to apply it in practice and whether it is possible at all. The most important conclusions show, that by using the dialogic method, students delve into various events, they develop an "image" of the topic, a context is formed for knowledge, an understanding of the studied phenomena is gained, and experience is formed. In order to implement the dialogic method, the teacher places significant emphasis on group relations and processes. Ideally, all group processes become study processes. The method of the article is the analysis of theoretical literature.

Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales

PurposeUsing eye-tracking, we assessed the receptive verb vocabularies of age-matched late talkers and typically developing children (experiment 1) and autistic preschoolers (experiment 2). We evaluated how many verbs participants knew and how quickly they processed the linguistic prompt. Our goal is to explore how these eye-gaze measures can be operationalized to capture verb knowledge in late talkers and autistic children.MethodParticipants previewed two dynamic scenes side-by-side (e.g., “stretching” and “clapping”) and were then prompted to find the target verb's referent. Children’s eye-gaze behaviors were operationalized using established approaches in the field with modifications in consideration for the type of stimuli (dynamic scenes versus static images) and the populations included. Accuracy was calculated as a proportion of time spent looking to the target, and linguistic processing was operationalized as latency of children’s first look to the target.ResultsIn experiment 1, there were no group differences in the proportion of verbs known, but late talkers required longer to demonstrate their knowledge than typically developing children. Latency was predicted by age but not language abilities. In experiment 2, autistic children’s accuracy and latency were both predicted by receptive language abilities.ConclusionEye gaze can be used to assess receptive verb vocabulary in a variety of populations, but in operationalizing gaze behavior, we must account for between- and within-group differences. Bootstrapped cluster-permutation analysis is one way to create individualized measures of children’s gaze behavior, but more research is warranted using an individual differences approach with this type of analysis.

Language experience matters for the emergence of early numerical concepts

Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development—oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word “more”, and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts.

Academic verb knowledge of DHH college students and their hearing peers.

This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students. Results revealed near-ceiling performance by hearing native speakers but significant vocabulary challenges in the DHH and EAL learner groups, who exhibited parallel lexical knowledge. Learner group performance increased as verb frequency range increased and as overall English proficiency level increased. The findings demonstrate that lexical frequency effects guide English verb acquisition in the targeted populations.2.

Eğitim Sürecinde Öğrenme Teorilerinin İncelenmesi

Learning is a relatively constant change in human abilities that is not a result of the growth process. These abilities are associated with certain learning outcomes. At the end of the learning process, verbal knowledge, mental and motor skills, as well as attitudes and cognitive strategies are formed or developed. In an environment where knowledge is constantly changing, the competencies needed in educational life are also constantly differentiating. A competence that is valid and sought-after for today may lose its importance tomorrow. Therefore, the competencies that are possessed should be able to turn into the competencies that are needed in the future. Learning competence is a competence that is effective in gaining new competencies and transforming existing ones. Learning theories have been developed by a number of researchers in this regard in parallel with learning competence and processes. The purpose of developing these theories is to shed light on how learning processes are formed and how they develop through research, study and research. Because improving the abilities and learning capacities of employees in educational institutions is an indispensable condition for the institution to continue to exist. In the current period, it is becoming more difficult to find and hire human resources with the necessary qualifications and competencies every day. For this reason, organizations carry out training activities by determining the training needs of their existing employees. With the training activities, it is aimed to create changes in the work-related behavior of employees through learning. As the responsibilities and work areas of the employees participating in the training in an institution or organization change, the content and form of the training program will change accordingly. All these developments and initiatives are evaluated within the scope of learning processes. Key Words: Education, Learning, Learning Theories

Automatizing Sight Reading: Contingency Proportion and Task Relevance in the Music Contingency Learning Procedure

Learning to read and play music written in standard notation, termed sight reading, is an important yet difficult aspect of early music education. However, the music contingency learning procedure produces rapid and robust early learning of the motor execution associated with note positions. In this task, nonmusicians identify a note name (e.g., “do”) written inside a note in one of the vertical positions of the musical staff with a keyboard response. Each note position is presented frequently with the matching (congruent) note name and rarely with the incongruent note names. The present work further explores this novel learning paradigm. In Experiment 1, we manipulated the proportion of congruent trials from 50 to 100%. The contingency effect, along with contingency awareness (i.e., verbalizable knowledge of note meanings), increased with a stronger contingency manipulation. In Experiment 2, half of the participants responded to the note positions (instead of the note names) with a keyboard response. A learning effect was also observed for this task, though contingency awareness was reduced in this group. These results shed more light on the properties of incidental music learning and further suggest more ideal parameters for future practical applications to supplement traditional instruction in real-world music education.

Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French

In the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension (MC), and phonological short-term memory (PSTM), well known to be important predictors of literacy acquisition. We compared LMBC with low and medium-high SES, and monolinguals with low and medium-high SES. All the children attended Grades 3, 4, and 5. We found that LMBC underperformed monolinguals on VK and MC. Low SES children showed lower scores compared to medium-high SES children on VK, MC, and PSTM. With regard to literacy, LMBC underperformed monolinguals on text and irregular word reading. Low SES children underperformed medium-high SES children only in regular word reading and pseudoword spelling. As a whole, bilingualism had an effect on measures involving lexical components, while SES had a more widespread effect on cognitive and language skills. The results are discussed considering implications for research, clinical, and educational settings.

METAPHORICAL INSIGHTS: PHRASAL VERB KNOWLEDGE GAINS IN THE LIGHT OF CONCEPTUAL METAPHOR THEORY

The primary objective of this research is twofold: first, to elucidate the explicit teaching of phrasal verb constructions within the framework of conceptual metaphor theory, with a specific focus on the metaphorical aspects of particle usage, and second, to examine the correlation between such explicit instruction in phrasal verbs and the gains in implicit knowledge of these verb forms. This study employed a within-group pretest/posttest design as part of an experimental investigation involving 60 Turkish English as a Foreign Language (EFL) learners who were students at the School of Foreign Languages (SFL) at a state university in Turkey. The research was analyzed across three dimensions: the achievement and retention of both receptive and productive knowledge of phrasal verbs, subconscious recognition and processing of lexical items, and the processing of phrasal verb meanings in a semantic context. To assess the first dimension, a multiple-choice test to gauge the students' receptive understanding of phrasal verbs and a c-test to measure their controlled productive knowledge of these verb forms were administered at three points: the initial pretest, an immediate posttest, and a delayed posttest. A masked repetition priming lexical decision task was utilized to investigate the subconscious recognition and processing of lexical items. Additionally, a self-paced task was employed to scrutinize the participants' semantic processing of phrasal verb meanings. The study's findings revealed that the explicit presentation of phrasal verb knowledge within the conceptual metaphor framework significantly impacts not only the acquisition and retention of receptive and productive knowledge but also the subconscious recognition and processing of lexical items, as well as the semantic priming of phrasal verb meanings, which substantiates the influential role of conceptual metaphors in the lexical aspects of language learning.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0010/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Smashing verb learning through parental sound symbolic input in preterm and full-term children

ABSTRACT Sound symbolism, the iconic link between speech sounds and meanings, helps children’s verb learning. In sound symbolically rich languages such as Turkish, hearing sound symbolic words might facilitate early verb learning and later language-specific expressions of motion events, by providing an easier way to map verbs onto events. These links could be much stronger for children who had difficulties in word-referent mapping (e.g., preterm children). The current study examined the association of Turkish-speaking parents’ sound symbolic input at 20 months with children’s concurrent verb knowledge and later motion event descriptions at 48 months. Ninety-one parent-infant dyads (Mage = 19.92 months, SD = 1.38; 41 preterms) were observed at 20 months, where we measured sound symbolic input and verb knowledge. Sixty-four of these dyads participated in a motion event description task at 48 months (25 preterms, Mage = 48.79 months, SD = 1.68), where we coded how children use path (the trajectory of motion) and manner (how an action is performed) of a motion. Results from the robust regression models suggested that for preterm children, parents’ sound symbolic input used in adverb forms was positively and concurrently related to children’s verb knowledge. Only for full-term children, sound symbolic input (used as adverbs) predicted full-term children’s use of both path and manner information in their descriptions at 48 months. Lack of replication of these findings with outlier-removed analyses could only suggest a trend toward the differential contributions of sound symbolic input in different child populations and the importance of sentential cues in sound symbolic input in verb learning.