An ideational account of early word learning: A plausibility assessment

Behavioral and Brain Sciences 24 (6):1114-1115 (2001)
Abstract
The theoretical framework of Bloom's account of child word learning is here assessed only for initial plausibility and neural plausibility. The verdict on both dimensions is low, largely due to the size and character of knowledge it is claimed that the child brings to the task. It is suggested that elements of constructivist accounts could profitably be drawn from to reduce this implausibility
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Paul Bloom (2001). Précis of How Children Learn the Meanings of Words. Behavioral and Brain Sciences 24 (6):1095-1103.
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