Taking stock as theories of word learning take shape.
In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the shape bias as a case in point. In our view, conceptual, linguistic, social-pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout infancy and early childhood. We articulate several key points of convergence and divergence between our theoretical perspective and that of the attentional learning account. Finally, we consider the broader implications of this debate for clarifying the forces that constrain development.
Booth
Amy E
AE
Roxelyn and Richard Pepper Department of Communication Sciences & Disorders, Northwestern University, Evanston, IL 60208-3540, USA. a-booth@northwestern.edu
Waxman
Sandra R
SR
D001288:Attention / Q000502:physiology*; D003210:Concept Formation / Q000502:physiology*; D006801:Humans; D007804:Language Development; D010465:Perception; D011582:Psychological Theory; D014706:Verbal Learning / Q000502:physiology*