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A multiplicity of constraints: How children learn word meaning

Published online by Cambridge University Press:  17 December 2002

Chris Westbury  and
Elena Nicoladis
Chris Westbury
Affiliation:
Department of Psychology, University of Alberta, Edmonton, Alberta T6G 2E5, Canadachrisw@ualberta.caelenan@ualberta.ca http://www.ualberta.ca/~chrisw/Westbury.html http://www.ualberta.ca/~elenan/
Elena Nicoladis
Affiliation:
Department of Psychology, University of Alberta, Edmonton, Alberta T6G 2E5, Canadachrisw@ualberta.caelenan@ualberta.ca http://www.ualberta.ca/~chrisw/Westbury.html http://www.ualberta.ca/~elenan/
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Abstract

This book is an excellent and accessible overview of the position that children learn the meanings of words by applying a variety of nonlinguistic cognitive tools to the problem. We take issue with Bloom's emphasis on Theory of Mind as an explanatory mechanism for language learning; and with his claim that only unitary objects are nameable.

Type
Brief Report
Information
Behavioral and Brain Sciences , Volume 24 , Issue 6 , December 2001 , pp. 1122 - 1123
Copyright
© 2001 Cambridge University Press

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