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Proper names and how they are learned
M La Palme Reyes1, J Macnamara, G E Reyes
1Department of Psychology, McGill University, Montreal, Quebec, Canada.
Memory (Hove, England)
|December 1, 1993
Summary
This study proposes a new theory of proper names, linking them to common nouns and the concept of kinds. It explains how we learn and use proper names in everyday reasoning and inference.
Area of Science:
- Cognitive Science
- Linguistics
- Philosophy of Language
Background:
- Proper names are crucial for denoting individuals within conceptual categories (kinds).
- Understanding the relationship between proper names and common nouns is key to conceptualization.
- Everyday inferences demonstrate complex interpretations of proper names.
Purpose of the Study:
- To propose a novel theory of proper names integrated within a broader theory of kinds.
- To identify necessary cognitive resources for learning proper names.
- To elucidate the developmental process of acquiring proper names.
Main Methods:
- Theoretical framework development: proposing a theory of proper names as part of the theory of kinds.
- Literature review: examining experimental findings on proper name acquisition through the lens of the proposed theory.
Main Results:
- The theory specifies essential cognitive resources, some innate, required for proper name learning.
- It provides a framework for understanding the mechanisms and stages of proper name acquisition.
- The theory offers a new perspective on interpreting proper names in inferential reasoning.
Conclusions:
- Proper names and common nouns are deeply interconnected within the theory of kinds.
- The proposed theory offers a comprehensive account of proper name learning and its underlying cognitive architecture.
- Further research could extend this theory to recognition and recall processes.
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