Skip to main content
×
Home
    • Aa
    • Aa
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 17
  • Cited by
    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Dautriche, Isabelle Chemla, Emmanuel and Christophe, Anne 2016. Word Learning: Homophony and the Distribution of Learning Exemplars. Language Learning and Development, Vol. 12, Issue. 3, p. 231.


    Jesse, Alexandra and Johnson, Elizabeth K. 2016. Audiovisual alignment of co-speech gestures to speech supports word learning in 2-year-olds. Journal of Experimental Child Psychology, Vol. 145, p. 1.


    Thiessen, Erik D. Girard, Sandrine and Erickson, Lucy C. 2016. Statistical learning and the critical period: how a continuous learning mechanism can give rise to discontinuous learning. Wiley Interdisciplinary Reviews: Cognitive Science, Vol. 7, Issue. 4, p. 276.


    Moav-Scheff, Ronny Yifat, Rachel and Banai, Karen 2015. Phonological memory and word learning deficits in children with specific language impairment: A role for perceptual context?. Research in Developmental Disabilities, Vol. 45-46, p. 384.


    Suárez Brito, Paloma Alva Canto, Elda Alicia and Ferreira Velasco, Ervin 2015. Velocidad de Procesamiento como Indicador de Vocabulario en el Segundo Año de Vida11Agradecimientos: Este trabajo fue realizado gracias al apoyo de los proyectos CONACYT-101752 y PAPIITRN- 307313 otorgados al segundo autor, además de una beca doctoral de CONACYT para el primer autor. Agradecemos la valiosa participación de los padres, madres y bebés por hacer posible la presente investigación. Acta de Investigación Psicológica, Vol. 5, Issue. 1, p. 1926.


    Chen, Shuang Wang, Lin and Yang, Yufang 2014. Acquiring concepts and features of novel words by two types of learning: direct mapping and inference. Neuropsychologia, Vol. 56, p. 204.


    Ryskin, Rachel A. Brown-Schmidt, Sarah Canseco-Gonzalez, Enriqueta Yiu, Loretta K. and Nguyen, Elizabeth T. 2014. Visuospatial perspective-taking in conversation and the role of bilingual experience. Journal of Memory and Language, Vol. 74, p. 46.


    Brehm, Laurel and Bock, Kathryn 2013. What counts in grammatical number agreement?. Cognition, Vol. 128, Issue. 2, p. 149.


    Boland, Wendy Attaya Connell, Paul M. and Erickson, Lance-Michael 2012. Children's response to sales promotions and their impact on purchase behavior. Journal of Consumer Psychology, Vol. 22, Issue. 2, p. 272.


    Leung, Janny H. C. and Williams, John N. 2012. Constraints on Implicit Learning of Grammatical Form-Meaning Connections. Language Learning, Vol. 62, Issue. 2, p. 634.


    Jaworska-Biskup, Katarzyna 2011. The World without Sight. A Comparative Study of Concept Understanding in Polish Congenitally Totally Blind and Sighted Children. Psychology of Language and Communication, Vol. 15, Issue. 1,


    Waxman, Sandra R. 2010. Names will never hurt me? Naming and the development of racial and gender categories in preschool-aged children. European Journal of Social Psychology, Vol. 40, Issue. 4, p. 593.


    Ameel, Eef Malt, Barbara and Storms, Gert 2008. Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory and Language, Vol. 58, Issue. 2, p. 262.


    Modayil, Joseph and Kuipers, Benjamin 2008. The initial development of object knowledge by a learning robot. Robotics and Autonomous Systems, Vol. 56, Issue. 11, p. 879.


    Waxman, Sandra R. and Lidz, Jeffrey L. 2007. Handbook of Child Psychology.


    Ensor, Rosie. and Hughes, Claire. 2005. More than talk: Relations between emotion understanding and positive behaviour in toddlers. British Journal of Developmental Psychology, Vol. 23, Issue. 3, p. 343.


    Slade, Lance and Ruffman, Ted 2005. How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, Vol. 23, Issue. 1, p. 117.


    ×

Précis of How Children Learn the Meanings of Words

  • Paul Bloom (a1)
  • DOI: http://dx.doi.org/10.1017/S0140525X01000139
  • Published online: 01 December 2001
Abstract

Normal children learn tens of thousands of words, and do so quickly and efficiently, often in highly impoverished environments. In How Children Learn the Meanings of Words, I argue that word learning is the product of certain cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people. These capacities are powerful, early emerging, and to some extent uniquely human, but they are not special to word learning. This proposal is an alternative to the view that word learning is the result of simple associative learning mechanisms, and it rejects as well the notion that children possess constraints, either innate or learned, that are specifically earmarked for word learning. This theory is extended to account for how children learn names for objects, substances, and abstract entities, pronouns and proper names, verbs, determiners, prepositions, and number words. Several related topics are also discussed, including naïve essentialism, children's understanding of representational art, the nature of numerical and spatial reasoning, and the role of words in the shaping of mental life.

Copyright
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords: