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Preschoolers' and adults' reliance on object shape and object function for lexical extension.

S A Graham1, L D Williams, J F Huber

  • 1University of Calgary, Calgary, Alberta, Canada. grahams@ucalgary.ca

Journal of Experimental Child Psychology
|September 10, 1999
PubMed
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Children initially use object shape to learn new words, but adults rely on object function. This study reveals a developmental shift in word learning strategies from shape to function.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Understanding how children learn new words is crucial for cognitive development research.
  • Previous studies suggest both object shape and function influence word learning.

Purpose of the Study:

  • To investigate the developmental trajectory of word learning, specifically the shift from relying on object shape to object function.
  • To determine how age impacts the criteria used for lexical extension in children and adults.

Main Methods:

  • Three experiments were conducted involving 3-year-olds, 5-year-olds, and adults.
  • Participants were presented with objects varying in shape and function to learn novel word labels.
  • Object function was emphasized during word learning and referent selection across experiments.

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Main Results:

  • Both 3- and 5-year-old children predominantly used object shape to extend novel words.
  • Adult participants consistently relied on object function for lexical extension.
  • This pattern held true across all experimental conditions emphasizing function.

Conclusions:

  • A significant developmental change occurs in the basis of word learning, transitioning from shape to function.
  • These findings highlight the evolving cognitive mechanisms underlying early word acquisition and generalization.