Affiliation:
1. Department of Psychology University of Wisconsin‐Madison Madison Wisconsin USA
2. Department of Psychology Princeton University Princeton New Jersey USA
Abstract
AbstractHow do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14‐ to 18‐month‐old infants (N = 84; 51 female; M = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic‐level category labels. Infants robustly recognized both typical (d = 0.79, 95% CI [0.54, 1.03]) and atypical (d = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (d = 0.14, 95% CI [−0.08, 0.35]). These results support a broad‐to‐narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.
Funder
Waisman Center
National Science Foundation
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Cited by
1 articles.
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