Language Learning

In Reasoning, meaning, and mind. New York: Oxford University Press (1999)
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Abstract

Discusses the relevance to philosophy of language of the fact that children can understand more than they can themselves say. Quine's thesis of the indeterminacy of radical translation is to be rejected, but considerations of translation do not argue against the incorporation view.

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DOI

10.1093/0198238029.003.0011

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original Harman, Gilbert (1970) "Language learning". Noûs 4(1):33-43

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Gilbert Harman
Princeton University

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