In syntax, a '''transitive verb'' is a verb that requires both a direct subject and one or more objects. The term is used to contrast intransitive verbs, which do not have objects.

Examples

Some examples of sentences with transitive verbs:

You pushed ''the cart.'' ("cart" is the direct object of "pushed")

I gave you ''the magazine''.

I ate ''the pie.'' ("pie" is an object of "ate")

I tried on ''the shoes.'' ("shoes" is an object of "tried on")

Types

While all verbs that take at least one object are considered transitive, verbs can be further classified by the number of objects they take. Verbs that require exactly one object are called monotransitive. Verbs that are able to take two objects, a direct object and an indirect object, are called ditransitive. An example in English is the verb ''to give''. There are also a few verbs, like "to trade" in the English language, that may be called "tritransitive" because they take three objects.

In contrast to transitive verbs, some verbs take zero objects. Verbs that do not require an object are called intransitive; for example, consider the verb ''to die''.

Verbs that can be used in an intransitive or transitive way are called ambitransitive. In English, an example is the verb ''to eat'', since the sentences ''You eat'' (with an intransitive form) and ''You eat beets'' (a transitive form that has ''beets'' as the object) are both grammatically correct.

The valency of a verb is a related concept. The valency of a verb considers all the arguments the verb takes, including both the subject of the verb and all of the objects. In contrast to valency, the transitivity of a verb only considers the objects.

Other languages

Some languages distinguish verbs based on their transitivity, which suggests this is a salient linguistic feature. For example, in Japanese:

:授業が始まる。 :''Jugyō ga hajimaru.'' :The class starts.

:先生が授業を始める。 :''Sensei ga jugyō o hajimeru.'' :The teacher starts the class.

However, the definition of transitive verbs as those with one object is not universal, and is not used in grammars of many languages. For example, it is generally accepted in Polish grammar that transitive verbs are those that: Accept a direct object (in accusative in the positive form, and in genitive in the negative form)OR

Undergo passive transformation

Both conditions are fulfilled in many instances of transitive verbs:

''Maria widzi Jana'' (Mary sees John; ''Jana'' is the accusative form of ''Jan'') ''Jan jest widziany przez Marię'' (John is seen by Mary) However, there are exceptions, and verbs with one or even two objects may also be intransitive.

Hungarian has a misunderstood feature as if having transitive and intransitive conjugation for all verbs. The concept of transitive, intransitive is misplaced here.

There is only one general conjugation.

In present and future, there is a lesser used variant - a Definite, or say emphatic conjugation form. It is used only when referring to a previous sentence, or topic, where the object was already mentioned. Logically the definite article A(z) as reference is to be used here and due to Verb emphasis (definite) word order is changed to VO.

If you don't want to be definite you can simply

házat látok ------ I see (a) house -- (general)

látom A házat --- I see The house - (The house we were looking for)

almát eszem ------- I eat (an) apple -- (general)

eszem Az almát --- I eat The apple - (The one mom told me to)

bort iszom ------ I drink wine -- (general)

iszom A bort --- I drink The wine - (That you offered me before)

In English one would say 'I do see the house', etc., stressing the Verb - in Hungarian the Object is emphasized - but both mean exactly the same.

(to aid correct reading Hungarian 'sz' is written as 's', 'á' means it is long, the definite article in capital may help understanding)

See also

Verb

* Intransitive verb

Transitivity (grammar)

Valency (linguistics)

Verb argument

Morphosyntactic alignment

References

Category:Verb types

ar:فعل متعد br:Verb tranzitivel ca:Verb transitiu eo:Transitiva verbo fa:فعل گذرا id:Transitif jv:Tembung kriya transitif ja:他動詞 no:Transitivt verb nn:Transitive verb pl:Czasownik przechodni ro:Verb tranzitiv ru:Переходный глагол sv:Transitivt verb uk:Транзитивні дієслова zh:及物動詞

Ann Leslie Brown (1943–1999) was an educational psychologist who developed methods for teaching children to be better learners. Her interest in the human memory brought Brown to focus on active memory strategies that would help enhance human memory and developmental differences in memory tasks. Her realization that children's learning difficulties often stem from an inability to use metacognitive strategies such as summarizing led to profound advances in educational psychology theory and teaching practices.

Brown received a PhD in psychology from the University of London for research on “Anxiety and Complex Learning Performance in Children.” She moved to the United States where she met her husband and collaborator Joseph Campione. Brown received several prestigious awards for her research and served as president of American Educational Research Association.

In the words of one fifth-grade student quoted by Palincsar (2003):

Ann Brown—she’s really very sophisticated. She knows a lot about a lot of things. It’s no wonder people picked her to be president of AERA. She’s good at organizing and she keeps track of all our work no matter how much we do. She spends a lot of time with kids. Yeah, that’s what I like. When she comes to school she spends time with the kids instead of the adults. She listens to make sure that we have learned. To tell you the truth, she really is a big help. She makes you feel so proud of yourself. You know, your self-confidence gets better.

Contributions in Educational Research

Through her research, Brown and her colleagues hypothesized that some metacognitive strategies, such as general problem solving routines like summarizing and self-testing, had advantages over other strategies i.e. Mnemonic instruction. Instead of recalling relative meaningless material, studies moved towards connecting the material, which allowed Brown to move towards further research in text comprehension.

Brown was also instrumental in the development of the method of reciprocal teaching, in which teachers and students take turns leading structured discussions of text.

Fostering Community of Learners

Fostering Community of Learners (FCL) was a program launched by Brown along with her husband Joseph Campione at the University of California, Berkeley. The project was noted to be similar to earlier reform methods such as progressive education, discovery learning and other influential works by John Dewey. Critics questioned how Brown and Campione's project of FCL would differ from Dewey and perhaps succeed where Dewey did not. Brown and Campione assure that while the approaches to the FCL project are similar to Dewey's early works, there are also differences. The approach to the project was to create a program that met between the theories of discovery learning and didactic learning. According to Brown and Campione, discovery learning that was unguided could potentially be dangerous, while didactic study lead to passive learners. Therefore Brown and Campione's approach of “guided discovery” was the middle ground between the two.

In FCL, students were encouraged to design their own learning through a curriculum they prepared themselves therefore acting as collaborative researchers. A teacher, or guide, is then responsible for modeling, fostering, and guiding the process of discovery into forms of disciplined examination. The project also utilized reciprocal teaching, which allowed students to study and share their expertise with a group and discuss material they have prepared themselves. The curriculum of a FCL classroom was a key feature to the program. Depending on the curricula, the classroom activity fostered various themes and unites that aided in the further development of the student. Biological themes included interdependence and adaptation while environmental science themes included balance, competition, and cooperation.

Through the Brown and Campione team, the FCL research enhanced the interaction between classroom and laboratory research. Research conducted in a laboratory allowed a better understanding of the developmental patterns demonstrated by children and in turn gave rise to classroom observations in which hypotheses could be systematically explore in relatively controlled environments.

See also

Design-Based Research

External links

Pioneering UC Berkeley educator, Ann L. Brown, dies from sudden illness at age 56

Influential Works

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. ''Cognition and Instruction'', 1(2), 117-175. (159 Citations, PsycINFO)

Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. ''The Journal of the Learning Sciences'', 2(2), 141-178. (147 Citations, PsycINFO)

Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), ''Classroom lessons: Integrating cognitive theory and classroom practice.'' Cambridge, MA: MIT Press/Bradford Books.

Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), ''Innovations in learning: New environments for education'' (pp. 289–325). Mahwah, NJ: Erlbaum.

References

Category:British educationists Category:British psychologists Category:Educational psychologists Category:1943 births Category:1999 deaths

ar:آن براون es:Ann Brown zh:安·布朗