How Experiences with Words Supply All the Tools in the Toddler’s Word-Learning Toolbox

Abstract

This chapter explores the resolution of Quine’s word-learning conundrum: How young children identify the meanings of the words they hear in the utterances of expert language users. Various strategies are available to young word learners for solving this dilemma. The authors consider how the acquisition of each of these strategies might be underpinned by the same domain-general ability to detect and store associations between words and the environment in which they are heard. Drawing on examples of both socio-pragmatic and linguistic cues to words’ meanings, they explore how the young child’s early experiences with words might provide a platform for the discovery of more complex word-learning strategies, facilitating the learning of further new words. The chapter outlines specific predictions of the experience-driven model of the evolution of the toddler’s word-learning toolkit that might be explored through experimental and/or computational investigations.