Naming as a function of linguistic form-class and object categories.
We examined whether children rely on linguistic information (i.e. mass vs. count nouns) or object category information (i.e. objects vs. substances) when they name things. A grinder test was used, in which substances (e.g. water) maintain identity through transformation but objects (e.g. a cup) do not. Thirty children aged three through six were asked if the same name could be used for the same item after transformation. The items included pairs of amorphous substances and discrete objects (e.g. water--a cup), perceptually similar discrete objects (e.g. chalk--a crayon), and food items (e.g. corn--a bean). Children accepted the same name for food, ignoring linguistic information, and for objects, relying on linguistic information. In Experiment 2, 32 children aged five through eight were asked if the same name could be used for unfamiliar hardware and food items after transformation when they were labelled by nonsense mass and count nouns. Children tended to use the same name for food, relying on perceptual information. These results are discussed in terms of the active conceptualization about names of objects in relation to object characteristics.
Department of Behavioral Sciences, University of Michigan, Dearborn 48128.
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MM
Akiyama
S A
SA
Wilcox
D002648:Child; D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007804:Language Development; D008037:Linguistics; D008297:Male; D012660:Semantics; D013068:Speech Production Measurement; D014705:Verbal Behavior; D014825:Vocabulary