Children learn about 10 words a day on average; a single example of a word can be enough to learn its meaning. In any given example, a new word co-occurs with a myriad of features of the child's current mental state -- yet the child can separate the word's meaning from the noise.
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I doubt that the "meaning" of a word is defined at all.
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First of all,
@ProfFeynman said knowing something (crystallized intelligence) is different dan understanding something (fluid intelligence). Second, I could memorize thirty words every week for 7th grade. Third, fast learning means no understanding. Unless, you r "Mozart". 42
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It’s based on how other people respond or orient to it in interaction, whether verbally or not. Meanings can originate only in co-construction even if the word is later used in a non-interactive setting.
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I very much disagree. Staying on the learning of meaning and not on the "true nature" of meaning: Children may learn 10 words/day, but is the sense they give to the words fixed? Doesn't it narrow/broaden as they see more examples of it.
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When I try to remember the way I learned some words, some concept looked fuzzy at first and I understood them better after seeing how other people used it. Similarly, we can see some new words don't have a clear meaning; different people understand them differently.
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He/she learns lots of things: what the word sounds like, who said it, how their lips and other body parts moved when they said it, what the cat looks like, how it moves, what it smells like, and so on, by how those things relate to what they already know. Then, straight away, ...
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this is so completely wrong. If the meaning of a word is not correlated with any of these things, then is it correlated with anything?
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meaning is stored in the balls
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