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


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.