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Intersecting Constraints on Label Learning: Effects of Age, Label Properties, and Referential Context.

Katharine Graf Estes¹, Dylan M Antovich¹, Jessica F Hay²

¹University of California, Davis.

Journal of Cognition and Development : Official Journal of the Cognitive Development Society

|June 28, 2019

Summary

This summary is machine-generated.

Infants

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Area of Science:

Developmental psychology, focusing on language acquisition and cognitive development in infants.

Background:

Infants' word learning becomes more constrained as they gain native language knowledge.
The developmental trajectory of label selectivity is influenced by learning context and testing methods.

Purpose of the Study:

To investigate how referential context (familiar objects/names) impacts infant learning of non-speech sound labels.
To examine the developmental changes in constraints on word learning from 14 to 19 months of age.

Main Methods:

Experimental design presenting infants with novel non-speech sound labels in varying referential contexts.
Comparison of label learning in younger (14-month-old) and older (19-month-old) infants.

Main Results:

Younger infants (14-month-olds) were more receptive to learning non-speech sound labels than older infants (19-month-olds).
Younger infants showed greater susceptibility to the influence of referential context when learning labels.
Evidence for intersecting developmental constraints in word learning was observed.

Conclusions:

Infants develop expectations regarding labels and labeling contexts as their learning sophistication increases.
The ability to learn non-standard labels and the impact of context change with age and experience.