Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-08T02:57:10.524Z Has data issue: false hasContentIssue false
  • English
  • Français

REVIEW - Geoffrey Hall and Sandra Waxman (eds) Weaving a lexicon. Cambridge, MA: MIT Press, 2004/ Pp. 672. ISBN 026208323X

Published online by Cambridge University Press:  24 October 2007

Gedeon O. Deák
Gedeon O. Deák
Affiliation:
University of California, San Diego
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Journal of Child Language , Volume 34 , Issue 4 , November 2007 , pp. 909 - 916
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bates, E. & Goodman, J. (1999). On the emergence of grammar from the lexicon. In MacWhinney, B. (ed.) The emergence of language, 29–80. Hillsdale, NJ: Erlbaum.Google Scholar
Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT.CrossRefGoogle Scholar
Childers, J. B. & Tomasello, M. (2002). 2-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology 38, 967–78.CrossRefGoogle ScholarPubMed
Dan, Y. & Poo, M. M. (2004). Spike timing-dependent plasticity of neural circuits. Neuron 44, 23–30.CrossRefGoogle ScholarPubMed
Deák, G. O. (2000a). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development 1, 157–92.CrossRefGoogle Scholar
Deák, G. (2000b). Chasing the fox of word learning: Why ‘constraints’ fail to capture it. Developmental Review 20, 29–80.CrossRefGoogle Scholar
Goldin-Meadow, S. & Mylander, C. (1984). Gestural communication in deaf children: The effects and non-effects of parental input on early language development. Monographs of the Society for Research on Child Development 49 (3–4, no. 207).CrossRefGoogle Scholar
Kilgard, M. P., Pandya, P. K. et al. (2001). Sensory input directs spatial and temporal plasticity in primary auditory cortex. Journal of Neurophysiology 86, 326–38.CrossRefGoogle ScholarPubMed
MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk, 3rd ed. Mahwah, NJ: Erlbaum.Google Scholar
Markson, L. & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature 385, 813–15.CrossRefGoogle ScholarPubMed
Smith, L. B. (1999). Children's noun learning: How general learning processes make specialized learning mechanisms. In MacWhinney, B. (ed.) 28th Carnegie Symposium on Cognition, 277–303. Mahwah, NJ: Erlbaum.Google Scholar
Smith, L. B. & Gasser, M. (2005). The development of embodied cognition: Six lessons from babies. Artificial Life 11, 13–30.CrossRefGoogle ScholarPubMed