The role of systematicity in early referent selection.

Previous studies showed that word learning is affected by children's existing knowledge. For instance, knowledge of semantic category aids word learning, whereas a dense phonological neighbourhood impedes learning of similar-sounding words. Here, we examined to what extent children associate similar-sounding words (e.g., rat and cat) with objects of the same semantic category (e.g., both are animals), that is, to what extent children assume meaning overlap given form overlap between two words. We tested this by first presenting children (N = 93, Mage = 22.4 months) with novel word-object associations. Then, we examined the extent to which children assume that a similar sounding novel label, that is, a phonological neighbour, refers to a similar looking object, that is, a likely semantic neighbour, as opposed to a dissimilar looking object. Were children to preferentially fixate the similar-looking novel object, it would suggest that systematic word form-meaning relations aid referent selection in young children. While we did not find any evidence for such word form-meaning systematicity, we demonstrated that children showed robust learning for the trained novel word-object associations, and were able to discriminate between similar-sounding labels and also similar-looking objects. Thus, we argue that unlike iconicity which appears early in vocabulary development, we find no evidence for systematicity in early referent selection.

Syntactic Cues Help Disambiguate Objects Referred to With Count Nouns: Illustration With Malay Children.

Children employ multiple cues to identify the referent of a novel word. Novel words are often embedded in sentences and children have been shown to use syntactic cues to differentiate between types of words (adjective vs. nouns) and between types of nouns (count vs. mass nouns). In this study, we show that children learning Malay (N = 67), a numeral classifier language, can use syntactic cues to perform even finer-grained disambiguation-between count nouns. The manipulation of congruence between lexical and syntactic cues reveals a clear developmental trajectory: while 5-year-olds use predominantly lexical cues, older children increasingly rely on syntactic cues, such that by 7 years of age, they disambiguate between objects referred to with count nouns using syntactic rather than lexical cues.

Improvements of Statistical Learning Skills Allow Older Children to Go Beyond Single-Hypothesis Testing When Learning Words.

Children learn words in ambiguous situations, where multiple objects can potentially be referents for a new word. Yet, researchers debate whether children maintain a single word-object hypothesis - and revise it if falsified by later information - or whether children establish a network of word-object associations whose relative strengths are modulated with experience. To address this issue, we presented 4- to 12-year-old children with sets of mutual exclusivity (fast-mapping) trials: offering them with obvious initial hypotheses (that the novel object is the referent for the novel word). We observe that children aged six years and above, despite showing a novelty bias and retaining this novel word - novel object association, also formed an association between the novel word and the name-known object, thereby suggesting that older children attend to more than one word-object association, in a manner similar to associative learning. We discuss our findings in the context of competing theoretical accounts related to word learning.