Talk about Beliefs Mark Crimmins, 1992 Cambridge, MA, MIT Press xi + 214 pp., $25.00The Roots of Thinking Mahne Sheets‐Johnstone, 1990 Philadelphia, PA, Temple University Press ix + 389 pp.Varieties of Moral Personality: Ethics and Psychological Realism Owen Flanagan, 1991 Cambridge, MA, Harvard University Press 393 ppBehavioral Endocrinology Jill S. Becker, S. Marc Breedlove & David Crews, 1992 Cambridge, MA, MIT Press xxiii + 574 ppLanguages of the Mind: Essays on Mental Representation Ray S. Jackendoff, 1992 Cambridge, MA: MIT Press/Bradford (...) Books i‐ix, 1–200 pp., ISBN 0–262–10047–9Parapsychology: A Concise History John Beloff, 1993 London: Athlone Press xiv + 330 pp ISBN 0 485 11405 4 hb, £32.00 ISBN 0 485 12096 8 pb, £12.95. (shrink)

Why are some words easier to learn than others? And what enables the eventual learning of the more difficult words? These questions were addressed for nouns using a paradigm in which adults were exposed to naturalistic maternal input that was manipulated to simulate access to several different information sources, both alone and in combination: observation of the extralinguistic contexts in which the target word was used, the words that co‐occurred with the target word, and the target word's syntactic context. Words (...) that were not accurately identified from observation alone were both abstract (e.g., music) and concrete (e.g., tail). Whether a noun could be learned from observation depended on whether it labeled a basic‐level object category (BLOC). However, the difference between BLOC labels and non‐BLOC labels was eliminated when observation was supplemented with linguistic context. Thus, although BLOC labels can be learned from observation alone, non‐BLOC labels require richer linguistic context. These findings support a model of vocabulary growth in which an important role is played by changes in the information to which learners have access. (shrink)

The author of the article regards the source of the distinction for singular names/general names not to have a cultural character, but a cognitive one, and on these grounds tries to solve one important modern problem: how is it that when a child learns words, the child commonly applies an aggressive strategy and does not make category mistakes connected with the use of some singular names – individual names. Next, the author argues that although a child at the age of (...) two can properly use a singular name, it does not constitute any evidence that it can properly use a proper name, as psychologists assume. For that to happen the child would have to understand the nature of a proper noun. (shrink)