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Social attention need not equal social intention: From attention to intention in early word learning

Published online by Cambridge University Press:  17 December 2002

Kathy Hirsh-Pasek ,
Elizabeth Hennon ,
Roberta M. Golinkoff ,
Khara Pence ,
Rachel Pulverman ,
Jenny Sootsman ,
Shannon Pruden  and
Mandy Maguire
Kathy Hirsh-Pasek
Affiliation:
Department of Psychology, Temple University, Philadelphia, PA 19122 [email protected]@[email protected]@astro.temple.edu http://nimbus.temple.edu/~khirshpa/
Elizabeth Hennon
Affiliation:
Department of Psychology, Temple University, Philadelphia, PA 19122 [email protected]@[email protected]@astro.temple.edu http://nimbus.temple.edu/~khirshpa/
Roberta M. Golinkoff
Affiliation:
Department of Educational Studies, University of Delaware, Newark, DE 19716 [email protected]@[email protected]@udel.edu
Khara Pence
Affiliation:
Department of Educational Studies, University of Delaware, Newark, DE 19716 [email protected]@[email protected]@udel.edu
Rachel Pulverman
Affiliation:
Department of Educational Studies, University of Delaware, Newark, DE 19716 [email protected]@[email protected]@udel.edu
Jenny Sootsman
Affiliation:
Department of Educational Studies, University of Delaware, Newark, DE 19716 [email protected]@[email protected]@udel.edu
Shannon Pruden
Affiliation:
Department of Psychology, Temple University, Philadelphia, PA 19122 [email protected]@[email protected]@astro.temple.edu http://nimbus.temple.edu/~khirshpa/
Mandy Maguire
Affiliation:
Department of Psychology, Temple University, Philadelphia, PA 19122 [email protected]@[email protected]@astro.temple.edu http://nimbus.temple.edu/~khirshpa/
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Abstract

Bloom's eloquent and comprehensive treatment of early word learning holds that social intention is foundational for language development. While we generally support his thesis, we call into question two of his proposals: (1) that attention to social information in the environment implies social intent, and (2) that infants are sensitive to social intent at the very beginnings of word learning.

Type
Brief Report
Information
Behavioral and Brain Sciences , Volume 24 , Issue 6 , December 2001 , pp. 1108 - 1109
Copyright
© 2001 Cambridge University Press

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