000			02024 a2200253 4500
003			OSt
005			20211004120220.0
008			210930b xxu||||| |||| 00| 0 eng d
020			_a9780262523295
040			_cIIT Kanpur
041			_aeng
082			_a401.93 _bB623h
100			_aBloom, Paul
245			_aHow children learn the meanings of words _cPaul Bloom
260			_bMIT Press _c2000 _aCambridge
300			_axii, 300p
440			_aLearning development, and conceptual change
490			_a/ edited by Lila Gleitman
520			_aHow do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of the mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
650			_aLanguage acquisition
650			_aSemantics
650			_aCognition in children
942			_cBK
999			_c564854 _d564854