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Some researchers have tried to explain early word learning via garden-variety learning processes and others by invoking linguistically specific "constraints" that help children to narrow down the referential possibilities. The social-pragmatic approach to word learning argues that children do not need specifically linguistic constraints to learn words, but rather what they need are flexible and powerful social-cognitive skills that allow them to understand the communicative intentions of othersdoi:10.1075/prag.10.4.01tom fatcat:3rguygcalbfoveagp4qdo3gcfm