Mindreading, Communication and the Learning of Names for Things

By P. Bloom. 2002

166 citations recorded by the source corpus.

Subfields: Cultural Studies, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8d8ae28f06d2875463f291012d160c38bf5650a5

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In Cultural Studies

In Developmental and Educational Psychology

Citations in the corpus

Ad-hoc Implicature in Preschool Children (2015, background): “These findings are surprising with respect to the broader developmental literature for at least three reasons: first, there is a large and consistent body of evidence that children learn new words by relying on their understanding of the goals and intentions of others; that is, they learn words “pra”
Speakers' eye gaze disambiguates referring expressions early during face-to-face conversation (2007, background): “The ability to achieve shared visual attention facilitates word learning (Baldwin, 1995; Bloom, 2002; Repacholi, 1998; Tomasello, 1995) and heralds the developing awareness of other people’s intentionality (Argyle & Cook, 1976; Brooks & Meltzoff, 2002; Phillips et al.”
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “This phenomenon is crucial to learning; it is called “joint attention” (Baldwin 1995; Bloom 2002; Brooks and Meltzoff 2005).”
Relevance theory: A tutorial (2002, background): “43 For explicit defence of this position, see Bloom (2000, 2002).”
Social cognition (2008, background): “For example, the rapid learning of the names for things that occurs during infancy seems to depend upon the infant recognizing the referential intentions of other people (Bloom 2002).”
Learning From Others (2012, unknown): “Many theorists have proposed that an understanding of speakers’ communicative intentions is key in understanding (Clark, 1996) and acquiring language (Bloom, 2002; Clark, 2003).”
Social cognition in humans. (2007, unknown): “In particular it is critical for learning words [ 72 ,73].”
Relevance and prosody (2006, background): “…we consider the relation between prosody, pragmatics and mindreading in the light of recent debates on pragmatics and modularity (Sperber 2000a,b; Bloom 2002; Wilson and Sperber 2002).1 1 For relevance-theoretic approaches to prosody, see e.g. Sperber and Wilson 1986/95: chapter 4, section 5;…”