Department of Psychology2024-11-0920148756-564110.1080/87565641.2014.9066022-s2.0-84901337713http://dx.doi.org/10.1080/87565641.2014.906602https://hdl.handle.net/20.500.14288/14359Linguistics, psychology, and neuroscience all have rich histories in language research. Crosstalk among these disciplines, as realized in studies of phonology, is pivotal for understanding a fundamental challenge for first and second language learners (SLLs): learning verbs. Linguistic and behavioral research with monolinguals suggests that infants attend to foundational event components (e.g., path, manner). Language then heightens or dampens attention to these components as children map word to world in language-specific ways. Cross-linguistic differences in semantic organization also reveal sources of struggles for SLLs. We discuss how better integrating neuroscience into this literature can unlock additional mysteries of verb learning.PsychologyDevelopmentalExperimentalJournal Article1532-6942337597800002Q43161