Children use whole-part juxtaposition as a pragmatic cue to word meaning.
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtaposition to accurately interpret novel part terms and (b) how they might do so. Study 1 confirmed that children indeed use juxtaposition to guide learning of novel part terms. Furthermore, 2 control conditions clarified that children's use of juxtaposition was not simply due to memory effects, such as the facilitation of lexical access, nor to recognition of the grammatical frame that typically accompanies juxtaposition. Study 2 revealed that children readily use juxtaposition in a novel, gestural format. Such flexibility in recognizing and utilizing novel variants of juxtaposition strongly suggests that pragmatic understanding lies at the heart of children's sensitivity to whole-part juxtaposition.
Saylor
Megan M
MM
Department of Psychology, University of Oregon, USA. m.saylor@vanderbilt.edu
Sabbagh
Mark A
MA
Baldwin
Dare A
DA
D001245:Association Learning; D002675:Child, Preschool; D003118:Color Perception; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D012660:Semantics; D014706:Verbal Learning