David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Behavioral and Brain Sciences 24 (6):1114-1115 (2001)
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
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Kathy Hirsh-Pasek, Elizabeth Hennon, Roberta M. Golinkoff, Khara Pence, Rachel Pulverman, Jenny Sootsman, Shannon Pruden & Mandy Maguire (2001). Social Attention Need Not Equal Social Intention: From Attention to Intention in Early Word Learning. Behavioral and Brain Sciences 24 (6):1108-1109.
Paul Bloom (2001). Précis of How Children Learn the Meanings of Words. Behavioral and Brain Sciences 24 (6):1095-1103.
Afsaneh Fazly, Afra Alishahi & Suzanne Stevenson (2010). A Probabilistic Computational Model of Cross-Situational Word Learning. Cognitive Science 34 (6):1017-1063.
Mihály Racsmány, Ágnes Lukács, Csaba Pléh & Ildikó Király (2001). Some Cognitive Tools for Word Learning: The Role of Working Memory and Goal Preference. Behavioral and Brain Sciences 24 (6):1115-1117.
Fei Xu & Joshua B. Tenenbaum (2001). Rational Statistical Inference: A Critical Component for Word Learning. Behavioral and Brain Sciences 24 (6):1123-1124.
Michael Tomasello (2001). Could We Please Lose the Mapping Metaphor, Please? Behavioral and Brain Sciences 24 (6):1119-1120.
Letitia R. Naigles (2001). Why Theories of Word Learning Don't Always Work as Theories of Verb Learning. Behavioral and Brain Sciences 24 (6):1113-1114.
Keith S. Apfelbaum & Bob McMurray (2011). Using Variability to Guide Dimensional Weighting: Associative Mechanisms in Early Word Learning. Cognitive Science 35 (6):1105-1138.
Sandra R. Waxman (2001). Word Extension: A Key to Early Word Learning and Domain-Specificity. Behavioral and Brain Sciences 24 (6):1121-1122.
Sam Scott (2001). The Other Way to Learn the Meaning of a Word. Behavioral and Brain Sciences 24 (6):1117-1118.
Added to index2009-01-28
Total downloads21 ( #177,882 of 1,902,204 )
Recent downloads (6 months)7 ( #114,946 of 1,902,204 )
How can I increase my downloads?