title: A multiplicity of constraints: How children learn word meaning.
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.
authors.affiliation: Department of Psychology, University of Alberta, Edmonton, Alberta T6G 2E5, Canada chrisw@ualberta.ca elenan@ualberta.ca http://www.ualberta.ca/~chrisw/Westbury.html http://www.ualberta.ca/~elenan/
authors.forename: Chris
authors.initials: C
authors.lastname: Westbury
authors.forename: Elena
authors.initials: E
authors.lastname: Nicoladis