Early Word‐Learning and Conceptual Development: Everything had a Name, and Each Name Gave Birth to a New Thought

Sandra R. Waxman

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Language Development and Disorders Categorization, perception, and language Child and Animal Learning Development

Abstract

This chapter contains sections titled: Introduction What Does it Take to Learn a Word? The Evidence: The Evolution of infants' Word-to-World Expectations The Evidence in Review Conclusions

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1985The role of theories in conceptual coherence.1983Ad hoc categories 1990The Structural Sources of Verb Meanings 1995Taking the intentional stance at 12 months of age 1988The importance of shape in early lexical learning 2002Functional Neuroimaging of Speech Perception in Infants 2003Teleological reasoning in infancy: the naıve theory of rational action 1995Infants′ Detection of the Sound Patterns of Words in Fluent Speech

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2004Everything Had a Name, and Each Name Gave Birth to a New Thought: Links between Early Word Learning and Conceptual Organization 2012The Nature of Goal-Directed Action Representations in Infancy

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