title: Social attention need not equal social intention: From attention to intention in early word learning.
abstract: Bloom's eloquent and comprehensive treatment of early word learning holds that social intention is foundational for language development. While we generally support his thesis, we call into question two of his proposals: (1) that attention to social information in the environment implies social intent, and (2) that infants are sensitive to social intent at the very beginnings of word learning.
authors.affiliation: Department of Psychology, Temple University, Philadelphia, PA 19122 Khirshpa@nimbus.temple.edu ehennon@temple.edu shannimarie@yahoo.com mmaguire@astro.temple.edu http://nimbus.temple.edu/~khirshpa/
authors.forename: Kathy
authors.initials: K
authors.lastname: Hirsh-Pasek
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Hennon
authors.forename: Roberta M
authors.initials: RM
authors.lastname: Golinkoff
authors.forename: Khara
authors.initials: K
authors.lastname: Pence
authors.forename: Rachel
authors.initials: R
authors.lastname: Pulverman
authors.forename: Jenny
authors.initials: J
authors.lastname: Sootsman
authors.forename: Shannon
authors.initials: S
authors.lastname: Pruden
authors.forename: Mandy
authors.initials: M
authors.lastname: Maguire