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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
Summary
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.
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.