A multiplicity of constraints: How children learn word meaning

Behavioral and Brain Sciences 24 (6):1122-1123 (2001)
Abstract
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.
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DOI 10.1017/S0140525X01420139
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