Children's reliance on creator's intent in extending names for artifacts.
When children learn a name for a novel artifact, they tend to extend the name to other artifacts that share the same shape--a phenomenon known as the shape bias. The present studies investigated an intentional account of this bias. In Study 1, 3-year-olds were shown two objects of the same shape, and were given an explanation for why the objects were the same shape even though they were intended to be different kinds. The shape bias disappeared in children provided with this explanation. In Study 2, 3-year-olds were shown triads of objects, and were either given no information about the function of a named target object, told the function that object could fulfill, or told the functions all three objects were intended to fulfill. Only in the third condition did children overcome a shape bias in favor of a function bias when extending the name of the target object. These findings indicate that 3-year-olds' shape bias results from intuitions about what artifacts were intended to be.
Diesendruck
Gil
G
Department of Psychology, Bar-Ilan University, Ramat-Gan, Israel. dieseng@mail.biu.ac.il
Markson
Lori
L
Bloom
Paul
P
D002675:Child, Preschool; D003405:Creativity; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D010153:Paired-Associate Learning; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D014706:Verbal Learning