| Language development and acquisition has always been a subject of constant interest among language researchers. Some investigators sustain that, in language development, the establishment of differences in meaning seems to be the element most closely related with learning and with linguistic competence. Even at the lexical level, the individual establishes categories that permit association and comprehension of meaning, which seems to facilitate vocabulary learning.;This study describes, within a cognitive-gestalt paradigm, some of the different semantic-syntactic uses of the verbs produced by Puerto Rican preschoolers. One of the purposes of this study is to evaluate if individuals use adequate differentiation of certain semantic distinctions during lexical development. This is evidenced by greater or lesser use of transitive versus intransitive verbs, dynamic versus stative verbs, and opaque versus transparent verbs.;This research evaluated the management of these verbal categories in spontaneous speech during play activity of thirty Puerto Rican boys and girls within the ages of three, four and five years. Each participant fell within pre-established requirements of appropriate linguistic and hearing skills, as well as the absence of high-risk situations.;Evidence was found that in spontaneous speech, participants used transitive and intransitive verbal instances with equal frequency, even though they possessed a higher quantity of transitive verbs in their repertoire. Additionally, instances with opaque and dynamic verbs appear with higher frequency, when compared with transparent and stative verbs. Differences in ages were not observed. Gender (sex variable) was relevant only in relation to lexical abundance, where girls evidenced a more extensive lexicon than boys, and this vocabulary growth remained constant throughout the ages studied.;Findings sustain the possibility that transitive and dynamic verbs possess inherent characteristics that contribute to learning and, later, aid in incorporating verbs into the lexical repertoire. It is suggested that semantic-syntactic characteristics help the child in the comprehension of sense and referent of the word, and therefore contribute to vocabulary development and acquisition. Possible educational applications within school and clinical settings are discussed. |
