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Related Experiment Video

Updated: Dec 14, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Attention to Multiple Cues During Spontaneous Object Labeling.

Rachel Wu¹, Denis Mareschal¹, David H Rakison²

¹Centre for Brain and Cognitive Development, Birkbeck University of London.

Infancy : the Official Journal of the International Society on Infant Studies

|July 23, 2020

Summary

This summary is machine-generated.

Children learn to use multiple object features, not just shape, when learning new words. This research shows how this word-learning strategy develops from infancy to adulthood.

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Published on: April 19, 2017

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Last Updated: Dec 14, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

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Published on: February 8, 2019

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

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

Published on: April 19, 2017

Area of Science:

Developmental Psychology
Cognitive Science
Linguistics

Background:

Toddlers typically link new words to an object's global shape, not its parts.
Previous studies on younger infants were limited by stimuli that conflated shape and parts.

Purpose of the Study:

To investigate how infants and adults learn word-object associations when shape and parts are distinct.
To examine the developmental trajectory of using multiple object features (shape and parts) in word learning.

Main Methods:

Presented 16- and 24-month-old infants and adults with novel labels for objects.
Used carefully designed test objects that independently varied global shape and local parts.
Assessed generalization of novel labels based on matching features.

Main Results:

A developmental shift was observed in word-learning strategies across age groups.
Label generalization increased for objects matching both local and global features.
Generalization decreased for objects matching only a single local feature.

Conclusions:

Infants and adults develop a more flexible word-learning strategy that integrates multiple cues.
This flexibility allows for better prediction of lexical categories based on combined features.
The findings highlight a learned adaptation in how children process object information for language acquisition.