A multiplicity of constraints: How children learn word meaning.
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.
Westbury
Chris
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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/
Nicoladis
Elena
E