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An ideational account of early word learning: A plausibility assessment
Behavioral and Brain Sciences
The theoretical framework of Bloom's account of child word learning is here assessed only for initial plausibility and neural plausibility. The verdict on both dimensions is low, largely due to the size and character of knowledge it is claimed that the child brings to the task. It is suggested that elements of constructivist accounts could profitably be drawn from to reduce this implausibility. Bloom construes early word learning as a mapping task in which the word maps onto a psychologicaldoi:10.1017/s0140525x0134013x fatcat:vw4hciy4ajbanbzx3akpncbxx4