Social attention need not equal social intention: From attention to intention in early word learning.
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.
Hirsh-Pasek
Kathy
K
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/
Hennon
Elizabeth
E
Golinkoff
Roberta M
RM
Pence
Khara
K
Pulverman
Rachel
R
Sootsman
Jenny
J
Pruden
Shannon
S
Maguire
Mandy
M