Word learning in the context of referential and salience cues

Adult referential behavior (gaze direction) and salience (target activation) were independently manipulated in a study of novel word learning. Children (seventy-five 18-month-olds and seventy-two 24-month-olds) were trained in different conditions with a novel word in the context of 2 remote-controlled toys. In response to the novel word at test, 24-month-olds tended to pick out the toy to which the adult referred in all conditions. They also tended to use the novel word appropriately. Comprehension by 18-month-olds was good when the salience of the toy did not conflict with the adult's referential intent, but it was disrupted when referential and salience cues conflicted and when referential cues were not available. Results imply that, at 24 months, children use the referential intent of the speaker to learn new words, but when first learning words, children may have a less secure grasp on the meaning of speakers' referential cues.