Beyond fast mapping: young children's extensions of novel words and novel facts

L. Markson and P. Bloom (1997) concluded that there was evidence against a dedicated system for word learning on the basis of their finding that children remembered a novel word and a novel fact equally well. However, a word-learning system involves more than recognition memory; it must also provide a means to guide the extension of words to additional exemplars, and words and facts may differ with regard to extendibility. Two studies are reported in which 2-4-year-old children learned novel words and novel facts for unfamiliar objects and then were asked to extend the words and facts to additional exemplars of the training objects. In both studies, children extended the novel word to significantly more category members than they extended the novel fact. The results show that by 2 years of age, children honor the necessary extendibility of novel count nouns but are uncertain about the extendibility of arbitrary facts.