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About this product
- DescriptionHow do children learn that the word dog refers t to all four-legged animals, and t 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 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 uns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires 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.
- Author BiographyPaul Bloom is Professor of Psychology at Yale University.
- Author(s)Paul Bloom
- PublisherMIT Press Ltd
- Date of Publication01/02/2002
- SubjectPsychology: Professional & General
- Series TitleLearning, Development and Conceptual Change
- Place of PublicationMassachusetts
- Country of PublicationUnited States
- ImprintBradford Books
- Content Note17
- Weight431 g
- Width152 mm
- Height229 mm
- Spine15 mm
- Format DetailsTrade paperback (US)
- Interest AgeFrom 18
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