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Peer reviewedMcPherson, Leslie Maggie Perrin – Journal of Child Language, 1991
Various theories of learning for the categories "count noun" and "mass noun" are compared. It is argued that children assign words to these categories on the basis of intuitions arising from perception that are relevant to Macnamara's (1986) definitions of the categories. (39 references) (GLR)
Descriptors: Child Language, Comparative Analysis, Context Clues, English
