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1.
If after teaching a label for 1 object, a speaker does not name a nearby object, 3-year-olds tend to reject the label for the nearby object (W.E. Merriman, J.M. Marazita, L.H. Jarvis, J.A. Evey-Burkey, and M. Biggins, 1995a). In Studies 1 (5-year-olds) and 3 (3-year-olds), this effect depended on object similarity. In Study 2, when a speaker used a label without teaching it, 5-year-olds showed no passover effect. 3-year-olds showed none for inanimate objects, but one for animate objects. When extraneous factors that may have promoted animate object individuation were eliminated (Study 3), 3-year-olds showed the effect when a label was taught, but not when it was merely used. Children honor rational restrictions on when the unacceptability of a name can be inferred from its nonoccurrence. 相似文献
2.
Syntax has been noted to play an important role in word learning in English; it distinguishes the fundamental conceptual difference between individuals (coded as proper nouns), nonindividuals (coded as mass nouns), and classes of individuals (coded as count nouns). The Japanese language does not have grammatical markers flagging the distinctions between count nouns and mass nouns, between proper nouns and common nouns, or between singulars and plurals. How Japanese 2- and 4-year-olds assign meaning to novel nouns associated with familiar and unfamiliar animals and inanimate objects was studied in the research reported here. When a novel label was given to an unfamiliar object, children assumed it to be a name for a basic-level object category whether the referent was an animal or an inanimate object. If the named object already had an established name, and if the object was an inanimate object, the children mapped the noun to a subordinate category. When the named object was an animal, however, they tended to interpret the label as a proper name. These results demonstrated that in the absence of useful information from syntax, 2-year-old Japanese children are able to fast map a noun to its meaning by elegantly coordinating word-learning biases and other available sources of information. 相似文献
3.
Drew Weatherhead Padmapriya Kandhadai D. Geoffrey Hall Janet F. Werker 《Child development》2021,92(5):1735-1751
Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker introduced a novel word for an object with a known category label painted in a new color. Both monolingual and bilingual infants showed mutual exclusivity for a familiar-race speaker, and relaxed mutual exclusivity and treated the novel word as a category label for an unfamiliar-race speaker. Thus, monolingual and bilingual infants have access to similar word-learning heuristics, and both use nonlinguistic social context to guide their use of the most appropriate heuristic. 相似文献
4.
A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names. 相似文献
5.
Children's confidence in their own knowledge may influence their willingness to learn novel information from others. Twenty-four-month-old children's (N = 160) willingness to learn novel labels for either familiar or novel objects from an adult speaker was tested in 1 of 5 conditions: accurate, inaccurate, knowledgeable, ignorant, or uninformative. Children were willing to learn a second label for an object from a reliable informant in the accurate, knowledgeable, and uninformative conditions; children were less willing to apply a novel label to a familiar object if the speaker previously was inaccurate or had expressed ignorance. However, when the objects were novel, children were willing to learn the label regardless of the speaker's knowledge level. 相似文献
6.
This research investigated how children interpret the meaning of a new word associated with a familiar artifact. The existing literature has shown that syntactic form-class information plays an important role in making this kind of inference. However, this information is not available to Japanese children, because Japanese language does not have a grammatical distinction between count nouns and mass nouns, proper nouns and common nouns, or singular and plural. In Study 1, 12 three-year-old monolingual Japanese children were tested to examine whether they interpreted a new noun associated with a familiar artifact to be a material name or a new label for the object. They interpreted the new word as a new category label for the object, rather than as a name for the material. How children related the new category to the old familiar one was then examined in Studies 2 and 3. The results of Study 2, in which 24 three-year-olds participated, showed that children could flexibly shift between two interpretations using shape information. When the named object had a typical shape for the familiar category, they mapped the new word to a subordinate category. In contrast, when the shape of the named object was atypical, they mapped the new word to a new category that was mutually exclusive to the familiar category by excluding the named object from the familiar category. In Study 3, 12 three-year-olds were tested to examine relative importance of shape and functional information in this inference process. The results of the three studies suggest that children flexibly recruit clues from multiple sources, but the cluesare weighed in hierarchical order so that they can determine the single most plausible solution in a given situation when different clues suggest different solutions. 相似文献
7.
A single, indirect exposure to a novel word provides information that could be used to make a fast mapping between the word and its referent, but it is not known how well this initial mapping specifies the function of the new word. The four studies reported here compare preschoolers' (N = 64) fast mapping of new proper and common names following an indirect exposure requiring inference with their learning of new names following ostension. In Study 1, 3-year-olds were shown an animate-inanimate pair of objects and asked to select, for example, Dax, a dax, or one. Children spontaneously selected an animate over an inanimate object as the referent for a novel proper name, but had no animacy preference in common name or baseline conditions. Next, the children were asked to perform actions on, for example, Dax or a dax, when presented with an array of three objects: the one they had just selected, another member of like kind, and a distracter. An indirectly learned proper name was treated as a marker for the originally selected object only, whereas a new common name was generalized to include the other category member. Study 2 showed that mappings made by inference were as robust as those made by ostension. Studies 3 and 4 demonstrated that even 2-year-olds can learn as much about the function of a new word from an indirect exposure as from ostension. 相似文献
8.
The Development of Verb Concepts: Children''s Use of Verbs to Label Familiar and Novel Events 总被引：1，自引：0，他引：1
Douglas A. Behrend 《Child development》1990,61(3):681-696
The importance of actions, results, and instruments in verb concepts was examined in four studies. Study 1 investigated how children label familiar events for which instrument, action, and result verbs were appropriate labels. In Study 2, subjects were taught novel verbs and were asked to use these verbs to label events in which the instrument, action, or result had been changed. Study 1 showed that 3-year-olds used action verbs more frequently than older children and adults, and that they preferred to use an action verb over a result verb when both verbs were appropriate labels. Instrument verbs were used most frequently as first responses to the events, and were most frequently used by older children and adults. In Study 2, subjects were least likely to use the novel verbs to label events in which the result had changed. This effect increased with age. Action changes had a moderate effect for all age groups, while instrument changes had the weakest effect. Studies 3 and 4 ruled out stimulus salience and a familiar word strategy as interpretations of these findings. The studies are discussed in terms of current theory and research on conceptual development, word-learning strategies, and the semantic organization of nouns and verbs. 相似文献
9.
Don't believe everything you hear: preschoolers' sensitivity to speaker intent in category induction 总被引：1，自引：0，他引：1
Jaswal VK 《Child development》2004,75(6):1871-1885
A label can convey nonobvious information about category membership. Three studies show that preschoolers (N=144) sometimes ignore or reject labels that conflict with appearance, particularly when they are uncertain that the speaker meant to use those labels. In Study 1, 4-year-olds were more reluctant than 3-year-olds to accept that, for example, a cat-like animal was a dog just on the basis of hearing it called a dog. In Studies 2 and 3, this reluctance was overcome when the speaker explicitly or implicitly indicated that use of the unexpected labels was intentional. These studies demonstrate that preschoolers do not treat labels as atheoretical features of objects; rather, they interpret them in light of their understanding of the labeler's communicative intent. 相似文献
10.
Three studies explored whether and when children could categorize objects on the basis of a novel underlying causal power. To test this we constructed a "blicket detector," a machine that lit up and played music when certain objects were placed on it. First, 2-, 3- and 4-year-old children saw that an object labeled as a "blicket" would set off the machine. In a categorization task, other objects were demonstrated on the machine. Some set it off and some did not. Children were asked to say which objects were "blickets." In an induction task, other objects were or were not labeled as "blickets." Children had to predict which objects would have the causal power to set off the machine. The causal power could conflict with perceptual properties of the object, such as color and shape. In an association task the object was associated with the machine's lighting up but did not cause it to light up. Even the youngest children sometimes used the causal power to determine the object's name rather than using its perceptual properties and sometimes used the object's name rather than its perceptual properties to predict the object's causal powers. Children rarely categorized the object on the basis of the associated event. Young children also sometimes made interesting memory errors-they incorrectly reported that objects with the same perceptual features had had the same causal power. These studies demonstrate that even very young children will easily and swiftly learn about a new causal power of an object and spontaneously use that information in classifying and naming the object. 相似文献
11.
We demonstrate that lexical form class information can play a powerful role in directing the establishment of word-to-object mappings in referentially ambiguous situations. A total of 144 3- and 4-year-olds heard a novel label, modeled syntactically as either a proper name or an adjective, for a stuffed animal of a familiar kind. We then added a second object of the same kind and asked children (1) to choose one of the two objects as the referent of a second novel label, also presented syntactically as either a proper name or an adjective, and (2) to decide whether this second label could also apply to the object they did not choose. In each of three experiments, preschoolers were most likely to reject two words for the same object if both words were proper names (as if one dog could not be both "Fido" and "Rover"). They were significantly less likely to do so if both were adjectives (as if one dog could be both "spotted" and "furry") or if one was a proper name and the other was an adjective (as if one dog could be both "Fido" and "furry"). Information about lexical form class thus contributed significantly to the formation of linkages between words and objects. 相似文献
12.
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment. 相似文献
13.
In 4 experiments, we examined how young children incorporate new word meanings into their lexicons. 2-year-olds were each taught a new noun for an object that already had a known label (e.g., a "fep" for a dog). Children's interpretations of the new nouns were assessed by asking subjects to select the named toy from an array of 4 toys (e.g., "Point to a fep"). The experiments were designed to determine which of several possible semantic relations between novel and familiar words was most consistent with children's performance. It was found that children often seemed to interpret the new word as referring to a subordinate of the known category. This tendency was reduced when the named object could sensibly receive a proper name (e.g., when the named object was a stuffed animal), particularly when children had to consider both the familiar and the novel label for the object in the same session. Although not all alternative explanations have been ruled out, these results suggest that, from a very young age, children may spontaneously form language hierarchies when they hear a novel work for an object that already has a familiar name. 相似文献
14.
Dare A. Baldwin Ellen M. Markman Brigitte Bill Renee N. Desjardins Jane M. Irwin Glynnis Tidball 《Child development》1996,67(6):3135-3153
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object. 相似文献
15.
Children tend to extend object names on the basis of sameness of shape, rather than size, color, or material-a tendency that has been dubbed the "shape bias." Is the shape bias the result of well-learned associations between words and objects? Or does it exist because of a general belief that shape is a good indicator of object category membership? The present three studies addressed this debate by exploring whether the shape bias is specific to naming. In Study 1, 3-year-olds showed the shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object. Study 2 found the same shape bias when children were asked to generalize properties relevant to category membership. Study 3 replicated the findings from Study 1 with 2-year-olds. These findings suggest that the shape bias derives from children's beliefs about object kinds and is not the product of associative learning. 相似文献
16.
Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208
Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance
to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies
in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot
be processed well, semantic information as well as partially available phonological information may be used in selecting an
alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming
errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after
being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative
responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects
without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second,
the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses.
Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not.
Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable
to phonological deficiencies. 相似文献
17.
Bahrick LE 《Child development》2002,73(3):667-681
Infants of 3.5 months (N = 124) were given the opportunity to learn to relate two objects and their natural, distinctive sounds during a training phase. The objects and sounds were united by temporal synchrony and amodal audiovisual information specifying object composition. Infants then participated in one of three types of transfer tests (requiring low, moderate, or high degrees of generalization) to measure the extent to which intermodal knowledge generalized to a new task and across events (familiar events; change in color/shape; change in substance, motion, and color/shape). Results indicated that infants tested with the familiar events and with events of a new color/shape showed learning and transfer of knowledge. In contrast, infants tested with events of a new substance, motion, and color/shape showed no generalization of learning. Thus, infants of 3.5 months appear to show a moderate degree of generalization of intermodal knowledge across events. Although this knowledge is not restricted to the events of original learning, it cannot yet be flexibly extended across a variety of contexts. 相似文献
18.
Learning words from knowledgeable versus ignorant speakers: links between preschoolers' theory of mind and semantic development 总被引：1，自引：0，他引：1
Two studies addressed whether children consider speakers' knowledge states when establishing initial word-referent links. In Study 1, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed either knowledge or ignorance about the words' referents. Children showed better word learning when the speaker was knowledgeable. In Study 2, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed uncertainty about their referents. Whether the uncertainty truly reflected ignorance, however, differed across conditions. In one condition, the speaker said he made the object himself and thus, he was knowledgeable. In the other condition, the speaker stated that the object was made by a friend and thus, expressed ignorance about it. Four-year-olds learned better in the speaker-made than in the friend-made condition; 3-year-olds, however, showed relatively poor learning in both conditions. These findings suggest that theory-of-mind developments impact word learning. 相似文献
19.
Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies 总被引：2，自引：0，他引：2
Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment. 相似文献
20.
2 studies of word learning are reported. In Study 1, 24-month-old children and 2 adults played with 3 nameless objects. These objects were placed in a clear box along with a novel nameless object. The adults then displayed excitement about the contents of the box and modeled a new word. Comparison with a control condition indicated significant learning of the new word for the novel object. Study 2 followed the same procedure with one difference: the children played with the novel object while the adults were absent. Thus, at the time of the language model the target object was novel only to the adults, not to the children. Again subjects displayed significant learning of the new word. This last finding suggests that 24-month-old children understand that adults use language for things that are novel to the discourse context and that this novelty is determined from the speaker's point of view. 相似文献