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How children learn the meanings of words /
"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, and appreciation of syntactic structure, and certain general learning and memory a...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA :
MIT Press,
[2000]
|
| Colección: | Learning, development, and conceptual change.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Bloom, Paul, |d 1963- |e author. | |
| 245 | 1 | 0 | |a How children learn the meanings of words / |c Paul Bloom. |
| 264 | 1 | |a Cambridge, MA : |b MIT Press, |c [2000] | |
| 264 | 4 | |c ©2000 | |
| 300 | |a 1 online resource (xii, 300 pages) : |b illustrations | ||
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| 337 | |a computer |b c |2 rdamedia | ||
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| 490 | 1 | |a Learning, development, and conceptual change | |
| 504 | |a Includes bibliographical references (pages 267-290) and indexes. | ||
| 505 | 0 | |a First words -- Fast mapping and the course of word learning -- Word learning and theory of mind -- Object names and other common nouns -- Pronouns and proper names -- Concepts and categories -- Naming representations -- Learning words through linguistic context -- Number words -- Words and concepts -- Final words. | |
| 520 | 1 | |a "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, and appreciation of syntactic structure, and certain general learning and memory abilities. 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. 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."--Jacket | |
| 586 | |a Association of American Publishers PROSE Award, 2000. | ||
| 588 | 0 | |a Print version record. | |
| 546 | |a English. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Language acquisition. | |
| 650 | 0 | |a Semantics. | |
| 650 | 2 | |a Language Development | |
| 650 | 2 | |a Semantics | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Sémantique. | |
| 650 | 7 | |a semantics. |2 aat | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x Psycholinguistics. |2 bisacsh | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Semantics |2 fast | |
| 758 | |i has work: |a How children learn the meanings of words (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFVrYCfhKh7YPxvtDWwxcK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bloom, Paul, 1963- |t How children learn the meanings of words. |d Cambridge, MA : MIT Press, ©2000 |z 0262024691 |w (DLC) 99023901 |w (OCoLC)41272996 |
| 830 | 0 | |a Learning, development, and conceptual change. | |
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