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

Sandra R. Waxman*, Erin M. Leddon

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

22 Scopus citations
Original languageEnglish (US)
Title of host publicationThe Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition
Number of pages29
ISBN (Print)9781405191166
StatePublished - Jul 15 2010


  • Early word-learning and conceptual development - everything having a name, each name giving birth to a new thought
  • Early word-learning infants' entrance into truly symbolic systems - establishing reference
  • Effect of novel words versus tone sequences on infants' categorization behavior
  • Evolution of infants' word-to-world expectations
  • Infants on threshold of word-learning - changing expectations of word-to-world mappings
  • Links between early language and conceptual development - through lens of early word-learning
  • Neuropsychological evidence, converging with behavioral evidence on word-learning
  • Prelinguistic infants - cognitive consequences of naming
  • Word-learning, at the very intersection of language and cognition

ASJC Scopus subject areas

  • Psychology(all)

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