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Some cognitive tools for word learning: The role of working memory and goal preference

Published online by Cambridge University Press:  17 December 2002

Mihály Racsmány ,
Ágnes Lukács ,
Csaba Pléh  and
Ildikó Király
Mihály Racsmány
Affiliation:
Department of Psychology, University of Bristol, United Kingdom, and Department of Psychology, University of Szeged, H-6722 Szeged, Petőfi 30, Hungaryracsmany@edpsy.u-szeged.hu
Ágnes Lukács
Affiliation:
Institute fir Linguistics, Hungarian Academy of Sciences and Collegium Budapest, H-1068 Budapest, Benczùr U. 5, Hungaryalukacs@colbud.hu
Csaba Pléh
Affiliation:
Center for Cognitive Science, Budapest University of Technology and Economics, and Collegium Budapest, H-1111 Müegyetèm RKP. 3, Hungarypleh@itm.bme.hu
Ildikó Király
Affiliation:
Research Institute of Psychology, Hungarian Academy of Sciences, Budapest, H-1068 Szondi U. 83–85, Hungarykiralyi@mtapi.hu
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Abstract

We propose that Bloom's focus on cognitive factors involved in word learning still lacks a broader perspective. We emphasize the crucial relevance of working memory in learning elements of language. Specifically, we demonstrate through our data that in impaired populations knowledge of some linguistic elements can be dissociated according to the subcomponent of working memory (visual or verbal) involved in a task. Further, although Bloom's concentration on theory of mind as a precondition for word learning is certainly correct, theory of mind being a necessary condition does not make it a sufficient one. On the basis of our studies we point out the importance of a theory of mind related goal preference in acquiring spatial language. In general, we claim that more specific cognitive preferences and constraints should be outlined in detail for the preconditions of acquiring linguistic elements.

Type
Brief Report
Information
Behavioral and Brain Sciences , Volume 24 , Issue 6 , December 2001 , pp. 1115 - 1117
Copyright
© 2001 Cambridge University Press

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