Two-year-olds readily learn multiple labels for the same basic-level category.
2 basic frameworks for lexical principles have been proposed (Golinkoff, Mervis, & Hirsh-Pasek; Markman). In many types of situations, these frameworks make the same predictions regarding 2-year-olds' interpretation of novel terms. However, the predictions diverge in some cases. 3 experiments were conducted to address 1 such situation: the case in which the child hears a novel term but already knows a label for each of the objects present. Results of all 3 studies converged on the same outcome: The new term was most likely to be treated as a second basic-level name for the category to which the object belonged. Analyses of individual patterns of responding revealed that, of the 58 subjects, 50 made more basic-level responses than part responses, 1 made equal numbers of basic-level and part responses, and 7 made more part responses than basic-level responses. Implications of these findings for models of early lexical development are discussed.
Mervis
C B
CB
Department of Psychology, Emory University, Atlanta, GA 30322.
Golinkoff
R M
RM
Bertrand
J
J
D000367:Age Factors; D002648:Child; D002675:Child, Preschool; D002965:Classification; D005260:Female; D006801:Humans; D007804:Language Development; D007858:Learning; D008297:Male; D008960:Models, Psychological; D011588:Psychology, Educational; D014825:Vocabulary