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

We propose that Bloom's focus on cognitive factors involved in word learning is still lacking a broader perspective. The crucial relevance of working memory in learning elements of language is emphasized. Specifically, we demonstrate on that in impaired populations knowledge of some linguistic elements can be dissociated according to the type of working memory (visual or verbal) involved in a task. To take another aspect, Bloom's concentration on theory of mind as a precondition for word learning is certainly correct. However, 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 detailed cognitive preferences and constraints should be outlined for the preconditions of acquiring linguistic elements.