Social attention need not equal social intention: From attention to intention in early word learning
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Kathy Hirsh-Pasek, Elizabeth Hennon, Roberta M. Golinkoff, Khara Pence, Rachel Pulverman, Jenny Sootsman, Shannon Pruden & Mandy Maguire
Behavioral and Brain Sciences 24 (6):1108-1109 (2001)
Bloom's eloquent and comprehensive treatment of early word learning holds that social intention is foundational for language development. While we generally support his thesis, we call into question two of his proposals: (1) that attention to social information in the environment implies social intent, and (2) that infants are sensitive to social intent at the very beginnings of word learning.
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