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Taking stock as theories of word learning take shape
Author(s) -
Booth Amy E.,
Waxman Sandra R.
Publication year - 2008
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/j.1467-7687.2007.00664.x
Subject(s) - psychology , word learning , perception , perspective (graphical) , cognitive psychology , divergence (linguistics) , cognitive science , concept learning , linguistics , artificial intelligence , computer science , vocabulary , philosophy , neuroscience
In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the shape bias as a case in point. In our view, conceptual, linguistic, social‐pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout infancy and early childhood. We articulate several key points of convergence and divergence between our theoretical perspective and that of the attentional learning account. Finally, we consider the broader implications of this debate for clarifying the forces that constrain development.