Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs.
This paper explores how children use two possible solutions to the verb-mapping problem: attention to perceptually salient actions and attention to social and linguistic information (speaker cues). Twenty-two-month-olds attached a verb to one of two actions when perceptual cues (presence/absence of a result) coincided with speaker cues but not when these cues were placed into conflict (Experiment 1), and not when both possible referent actions were perceptually salient (Experiment 2). By 34 months, children were able to override perceptual cues to learn the name of an action that was not perceptually salient (Experiment 3). Results demonstrate an early reliance on perceptual information for verb mapping and an emerging tendency to weight speaker information more heavily over developmental time.
Brandone
Amanda C
AC
Department of Psychology, University of Michigan, Ann Arbor 48109, USA. Brandone@umich.edu
Pence
Khara L
KL
Golinkoff
Roberta Michnick
RM
Hirsh-Pasek
Kathy
K
D001245:Association Learning; D001288:Attention; D002675:Child, Preschool; D032882:Comprehension; D003210:Concept Formation; D003463:Cues; D003469:Culture; D005260:Female; D006801:Humans; D007100:Imitative Behavior; D007223:Infant; D033182:Intention; D007398:Interpersonal Relations; D008297:Male; D011578:Psycholinguistics; D011597:Psychomotor Performance; D012660:Semantics; D012931:Social Environment; D013067:Speech Perception; D014706:Verbal Learning; D014825:Vocabulary