Abstract
Our findings support the hypothesis that the intransitive frame is semantically underinformative in the context in which it has been presented in these verb learning experiments, and that chance-level performance results from lack of access to information that could disambiguate the sentence, rather than a lack of linguistic knowledge of structural relations or a syntax-semantics mapping. As our target adverb together fills this disambiguating role, our findings add to the mounting evidence that the lexical semantics of adverbial modifiers can be recruited by young children when learning the meaning of words.