Behavioral and Brain Sciences

Short Communication

A multiplicity of constraints: How children learn word meaning

Chris Westbury a1 and Elena Nicoladis a1
a1 Department of Psychology, University of Alberta, Edmonton, Alberta T6G 2E5, Canada [email protected] [email protected]


This book is an excellent and accessible overview of the position that children learn the meanings of words by applying a variety of nonlinguistic cognitive tools to the problem. We take issue with Bloom's emphasis on Theory of Mind as an explanatory mechanism for language learning; and with his claim that only unitary objects are nameable.