Hostname: page-component-7b7567c8c-7pwfn Total loading time: 0 Render date: 2026-11-15T21:46:34.323Z Has data issue: false hasContentIssue false
  • English
  • Français

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, Canada chrisw@ualberta.ca elenan@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, Canada chrisw@ualberta.ca elenan@ualberta.ca http://www.ualberta.ca/~chrisw/Westbury.html http://www.ualberta.ca/~elenan/
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the 'Save PDF' action button.

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.

Information

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