How children name objects with shoes |
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| Institution: | 1. Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China;2. Department of Psychology, University of Chinese Academy of Sciences, Beijing, China;3. Mental Health Institute of the Second Xiangya Hospital, National Technology Institute of Psychiatry, Key Laboratory of Psychiatry and Mental Health, Changsha, China;4. Beijing Anding Hospital of Capital Medical University, Beijing, China;5. Castle Peak Hospital, Hong Kong Special Administrative Region;1. The Saban Research Institute at Children''s Hospital Los Angeles, University Center for Excellence in Developmental Disabilities, Los Angeles, CA, USA;2. The Saban Research Institute at Children''s Hospital Los Angeles, Department of Anesthesiology Critical Care Medicine, Los Angeles, California, USA;3. The Saban Research Institute at Children''s Hospital Los Angeles, Division of Neurology, Los Angeles, California, USA;4. Keck School of Medicine, University of Southern California, Department of Pediatrics, USA;5. Keck School of Medicine, University of Southern California, Department of Anesthesiology, USA;6. Keck School of Medicine, University of Southern California, Department of Psychiatry & Behavioral Sciences, USA |
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| Abstract: | Many studies report a shape bias in children's learning of object names. However, one previous study suggests that the shape bias is not the only perceptually based bias displayed by children learning count nouns. Specifically, children attended to texture as well as shape when extending a novel name to novel objects with eyes. Two experiments attempt to extend this finding, asking whether children will also attend to texture in the presence of another cue to animacy—shoes. In Experiment 1, 80 2- and 3-year-olds participated in either a Name generalization or Similarity judgment task. The novel objects were identical except that for half of the children the objects had shoes. In the Similarity condition, children made their judgments by overall similarity. In the Name condition, 2-year-olds extended the novel name by shape across objects both with and without shoes. In contrast, 3-year-olds generalized the novel name by shape when the objects had no shoes but by texture when the objects had shoes. Experiment 2 challenged this finding, using a forced choice procedure and objects that differed from the named exemplar more markedly in shape. Twenty 3-year-olds participated in a Name generalization task, half for objects with shoes, half for objects without shoes. Again, children attended reliably more to texture when the objects had shoes than when they had no shoes. The results are discussed in terms of the development of different perceptually based biases and the relation of such biases to a taxonomic bias in early word learning. |
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