Ostension: Word learning and the embodied mind
Document Type
Article
Publication Date
3-2017
Department
Department of Humanities
Abstract
In this respect the author criticizes Wittgenstein for presupposing the Western model of word learning that suggests that children learn new words only by being explicitly taught. Because of this, joint attention is not sufficient to account for word learning.
Publication Title
The Review of Metaphysics
Recommended Citation
Bowler, M.
(2017).
Ostension: Word learning and the embodied mind.
The Review of Metaphysics,
70(3), 553-554.
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/1537
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