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{
    "pk": 25570,
    "title": "2-year-olds use syntax to infer actor intentions in a rational-action paradigm",
    "subtitle": null,
    "abstract": "Verbs may refer to the means (I bumped into the lamp) or\noutcome (I broke the lamp) of an action (cf. Rappaport Hovav\n& Levin, 2010; Talmy, 1985). Do young children expect\nlanguage to encode this distinction? Children’s imitation\npatterns suggest that they analyze nonlinguistic events in\nthese terms. When a head-touch is the simplest action\navailable, toddlers include just the outcome, not the means, in\ntheir own imitation (Gergely, Bekkering, & Király, 2002). We\nask whether syntax influences this inference. An experimenter\nwith her hands occupied made a toy activate with a headtouch,\nusing either Means-focused (I’m daxing to my toy) or\nOutcome-focused language (I’m daxing my toy). Toddlers\nthen imitated the action. Means- but not Outcome-focus\nlanguage encouraged children to include the distinctive headtouch,\noverriding the standard ‘rational imitation’ effect. This\nsuggests that toddlers’ knowledge of argument structure\nincludes an understanding of a means/outcome divide in verb\nmeaning.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "agents"
        },
        {
            "word": "goals"
        },
        {
            "word": "event perception"
        },
        {
            "word": "development"
        },
        {
            "word": "argument structure"
        },
        {
            "word": "verb meaning"
        },
        {
            "word": "imitation"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0f53h1v3",
    "frozenauthors": [
        {
            "first_name": "Melissa",
            "middle_name": "",
            "last_name": "Kline",
            "name_suffix": "",
            "institution": "MIT",
            "department": ""
        },
        {
            "first_name": "Jesse",
            "middle_name": "",
            "last_name": "Snedeker",
            "name_suffix": "",
            "institution": "Harvard",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25570/galley/15194/download/"
        }
    ]
}