How Children Learn the Meanings of Words [Learning, Development, & Conceptual]

kimmysclothesandstuff
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Condition:
Very Good
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eBay item number:176962697126
Last updated on May 11, 2025 23:49:42 SGTView all revisionsView all revisions

Item specifics

Condition
Very Good
A book that has been read but is in excellent condition. No obvious damage to the cover, with the dust jacket included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear. See all condition definitionsopens in a new window or tab
Seller Notes
“This book is in very good condition.”
Signed
No
Ex Libris
No
Narrative Type
Nonfiction
Original Language
English
Intended Audience
Young Adults, Adults
Inscribed
No
Vintage
No
Personalize
No
Unit Type
Unit
Era
2000s
Personalized
No
Country/Region of Manufacture
United States
Unit Quantity
1
ISBN
9780262523295
Category

About this product

Product Identifiers

Publisher
MIT Press
ISBN-10
0262523299
ISBN-13
9780262523295
eBay Product ID (ePID)
2271658

Product Key Features

Book Title
How Children Learn the Meanings of Words
Number of Pages
314 Pages
Language
English
Topic
Developmental / Child, Cognitive Psychology & Cognition
Publication Year
2002
Features
Reprint
Illustrator
Yes
Genre
Psychology
Author
Paul Bloom
Book Series
Learning, Development, and Conceptual Change Ser.
Format
Trade Paperback

Dimensions

Item Height
0.8 in
Item Weight
17.5 Oz
Item Length
9 in
Item Width
6.1 in

Additional Product Features

Intended Audience
Trade
Dewey Edition
21
Reviews
"... this book is likely to have a profound impact on the field of child language." - Anne Bezuidenhout, Metapsychology Online Review, "...this book is likely to have a profound impact on the field of child language." Anne Bezuidenhout Metapsychology Online Review, ... this book is likely to have a profound impact on the field of child language.-- Anne Bezuidenhout , Metapsychology Online Review --
Grade From
College Graduate Student
Dewey Decimal
401/.93
Edition Description
Reprint
Synopsis
How 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 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.
LC Classification Number
P118

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kimmysclothesandstuff

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