Identifying living and sentient kinds from dynamic information: the case of goal-directed versus aimless autonomous movement in conceptual change
John E. Opfer
págs. 97-122
Why do children learn to say “Broke”? A model of learning the past tense without feedback
Niels A. Taatgen, John R. Anderson
págs. 123-155
Form is easy, meaning is hard: resolving a paradox in early child language
Letitia R. Naigles
págs. 157-199
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