Why not semantic relations?

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Abstract
This study challenges the semantic relations categories widely used for explaining children's early utterances. Ten 3-year-olds were asked two sets of questions involving the verb + with construction. Their responses were categorized according to existing semantic relations categories such as instrumental and locative. Problems with this approach emerged which were solved by developing a more simple dichotomous category system. The children responded by naming an item which is characteristically present for the duration of the given verb and not beyond its duration (chew with food). Thus the chosen item's presence was BOUNDED by the duration of the activity. When several items fitted the bounded criterion, the one most necessary for carrying out the activity was selected, and when no items fitted the bounded criterion, a non-bounded or continuously present item was reluctantly chosen.

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