Weaving a Lexicon Book

	Contributors
	Weaving an Introduction
1	Learning to Identify Spoken Words	3
2	The Identification of Words and Their Meanings: From Perceptual Biases to Language-Specific Cues	41
3	Listening to Sounds versus Listening to Words: Early Steps in Word Learning	79
4	Perceptual Units and Their Mapping with Language: How Children Can (or Can't?) Use Perception to Learn Words	111
5	Infants' Use of Action Knowledge to Get a Grasp on Words	149
6	Hybrid Theories at the Frontier of Developmental Psychology: The Emergentist Coalition Model of Word Learning as a Case in Point	173
7	Myths of Word Learning	205
8	Lexical Development without a Language Model: Are Nouns, Verbs, and Adjectives Essential to the Lexicon?	225
9	Why It Is Hard to Label Our Concepts	257
10	Everything Had a Name, and Each Name Gave Birth to a New Thought: Links between Early Word Learning and Conceptual Organization	295
11	Preschoolers' Use and Misuse of Part-of-Speech Information in Word Learning: Implications for Lexical Development	339
12	Acquiring and Using a Grammatical Form Class: Lessons from the Proper-Count Distinction	371
13	The Nature of Word-Learning Biases and Their Roles for Lexical Development: From a Crosslinguistic Perspective	411
14	Learning Words for Kinds: Genetic Noun Phrases in Acquisition	445
15	Contexts of Early Word Learning	485
16	Converging on Word Meaning	509
17	The Role of Comparison in Children's Early Word Learning	533
18	Keeping Verb Acquisition in Motion: A Comparison of English and Spanish	569
19	Kidz in the 'Hood: Syntactic Bootstrapping and the Mental Lexicon	603
	Author Index	637
	Subject Index	647