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Peer reviewed Peer reviewed
ERIC Number: EJ670190
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0010-0277
Bringing Theories of Word Learning in Line with the Evidence.
Booth, Amy E.; Waxman, Sandra R.
Cognition, v87 n3 p215-18 Apr 2003
Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information and that it is time to treat judiciously the contributions of various sources and interactions among them. (Author/KB)
Descriptors: Cognitive Development, Concept Formation, Cues, Generalization, Knowledge Level, Language Acquisition, Performance Factors, Preschool Children, Research Problems, Theories
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Word Learning
Note: Responds to commentary by Smith et al., PS 534 293, in this issue.