Déjá Vu all over again: Re-revisiting the conceptual status of early word learning: Comment on smith and samuelson (2006)

Amy E. Booth*, Sandra R. Waxman

*Corresponding author for this work

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

The authors assert that L. B. Smith and L. Samuelson's (2006; see record 2006-20488-029) most recent critique of A. E. Booth, S. R. Waxman, and Y. T. Huang's (2005; see record 2005-05098-004) work missed its mark, deflecting attention from the important theoretical difference between the two sets of authors' positions and focusing instead on imagined differences and minor expositional complaints. The authors' goal in this response is twofold. First, they aim to redirect attention to the 1 clear difference between the 2 theoretical positions regarding word learning, a difference that is focused on the role of conceptual (in conjunction with perceptual) information in word learning. Second, they place L. B. Smith and L. Samuelson's (2006) current critique in the context of previous exchanges. PsycINFO Database Record (c) 2006 APA, all rights reserved.

Original languageEnglish (US)
Pages (from-to)1344-1346
Number of pages3
JournalDevelopmental psychology
Volume42
Issue number6
DOIs
StatePublished - Nov 1 2006

Keywords

  • Conceptual information
  • Conceptual knowledge
  • Infancy
  • Lexical acquisition
  • Shape bias
  • Taxonomic bias
  • Vocabulary development
  • Word learning

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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