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Basic Level Object Categories Support the Acquisition of Novel Adjectives: Evidence from Preschool‐Aged Children
Author(s) -
Klibanoff Raquel S.,
Waxman Sandra R.
Publication year - 2000
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/1467-8624.00173
Subject(s) - adjective , object (grammar) , psychology , matching (statistics) , test (biology) , contrast (vision) , linguistics , cognitive psychology , communication , natural language processing , artificial intelligence , noun , computer science , mathematics , statistics , paleontology , philosophy , biology
Two experiments examined 3‐ and 4‐year‐old children's ability to map novel adjectives to object properties. Sixty‐four children were introduced to a target (e.g., a bumpy object), and asked to choose between (1) a matching test object (e.g., a different bumpy object), and (2) a contrasting test object (e.g., a smooth object). Four‐year‐olds successfully extended novel adjectives from the target to the matching test object whether these objects were drawn from the same, or different, basic level categories. In contrast, 3‐year‐olds' extensions were more restricted. They successfully extended novel adjectives if the target and test objects were drawn from the same basic level category but failed to do so if the objects were drawn from different basic level categories (Experiment 1). However, if 3‐year‐olds ( n = 20) were first permitted to extend a novel adjective to objects within the same basic level category, they were subsequently able to extend that novel adjective broadly to objects from different basic level categories (Experiment 2). Thus, basic level object categories serve as an initial foundation in the process of mapping novel adjectives to object properties.