 As we have seen, most theories of word meaning in linguistics face, at some point, the difficulties involved in drawing a plausible dividing line between word knowledge and world knowledge, and the various ways they attempt to meet this challenge display some recurrent features. For example, they assume that the lexicon, though richly interfaced with world knowledge and non-linguistic cognition, remains an autonomous representational system encoding a specialized body of linguistic knowledge. In this section, we survey a group of empirical approaches that adopt a different stance on word meaning. The focus is once again psychological, which means that the overall goal of these approaches is to provide a cognitively realistic account of the representational repertoire underlying knowledge of word meaning. Unlike the approaches surveyed in  Section 4,  however, these theories tend to encourage a view on which the distinction between the semantic and pragmatic aspects of word meaning is highly unstable (or even impossible to draw), where lexical knowledge and knowledge of worldly facts are aspects of a continuum, and where the lexicon is permeated by our general inferential abilities (Evans 2010).  Section 5.1  will briefly illustrate the central assumptions underlying the study of word meaning in cognitive linguistics.  Section 5.2  will turn to the study of word meaning in psycholinguistics.  Section 5.3  will conclude with some references to neurolinguistics.