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Related Experiment Video

Updated: May 12, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

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Published on: April 19, 2017

Categorizing with gender: does implicit grammatical gender affect semantic processing in 24-month-old toddlers?

Susan C Bobb1, Nivedita Mani

  • 1Language Acquisition Junior Research Group, Georg-August-Universität Göttingen, Göttingen, Germany. sbobb@uni-goettingen.de

Journal of Experimental Child Psychology
|April 9, 2013
PubMed
Summary

German toddlers aged 24 months show that grammatical gender and semantic categories interact during object identification. This early language development indicates toddlers activate and integrate both semantic and grammatical information when learning new words.

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Area of Science:

  • Developmental Psychology
  • Psycholinguistics
  • Language Acquisition

Background:

  • Understanding how children acquire language is crucial for developmental psychology.
  • Investigating the interplay of different linguistic cues, like semantic and grammatical information, sheds light on early cognitive development.

Purpose of the Study:

  • To examine the interaction between implicit grammatical gender and semantic category knowledge in object identification.
  • To determine if 24-month-old German-learning toddlers activate and integrate grammatical gender and semantic information during word learning.

Main Methods:

  • German toddlers (24-month-olds) were presented with picture pairs and spoken nouns.
  • Stimuli varied in grammatical gender and semantic category overlap between target and distracter images.
  • Object recognition performance was measured under different overlap conditions.

Main Results:

  • Target recognition was impaired when both semantic and gender information overlapped between target and distracter images.
  • Performance was better when only one dimension (semantic or gender) overlapped.
  • This suggests competition between overlapping cues.

Conclusions:

  • By 24 months, German-learning toddlers form distinct semantic and grammatical gender categories.
  • Both semantic and grammatical gender information are activated and interact during object identification in early language acquisition.