Word meaning, cognitive development, and social interaction.
This review proposes that Bloom's linkage of word meaning with more general cognitive capacities could be extended through examination of the social contexts in which children learn. Specifically, the child's developing theory of mind can be viewed as part of the process by which children learn word meanings through engagement in social interactions that facilitate both language and strategic behaviours.
Garton
Alison F
AF
School of Psychology, Edith Cowan University, Joondalup, Western Australia 6027, Australia a.garton@cowan.edu.au http://www.cowan.edu.au.