Déjà Vu all over again: re-revisiting the conceptual status of early word learning: comment on Smith and Samuelson (2006).
The authors assert that L. B. Smith and L. Samuelson's (2006) most recent critique of A. E. Booth, S. R. Waxman, and Y. T. Huang's (2005) work missed its mark, deflecting attention from the important theoretical difference between the two sets of authors' positions and focusing instead on imagined differences and minor expositional complaints. The authors' goal in this response is twofold. First, they aim to redirect attention to the 1 clear difference between the 2 theoretical positions regarding word learning, a difference that is focused on the role of conceptual (in conjunction with perceptual) information in word learning. Second, they place L. B. Smith and L. Samuelson's (2006) current critique in the context of previous exchanges.
Booth
Amy E
AE
Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208-3540, USA. a-booth@northwestern.edu
Waxman
Sandra R
SR
D001288:Attention / Q000502:physiology; D003690:Deja Vu / Q000523:psychology*; D006801:Humans; D014706:Verbal Learning / Q000502:physiology*