Language is a powerful tool for moving thoughts from the mind of one person to another. Thus, any theory of language must make contact with theories of thought and conceptual representation. Any theory of language acquisition must explain how children link words to concepts, whether those concepts were pre-existing or created during the process of language acquisition. Conversely, theories of conceptual representation are constrained by the need to support language and language acquisition. Indeed, there is a rich tradition of cognitive science research that explicitly tackles these issues.