ABSTRACT
We investigated how parents respond to young children's questions about the identity of artifacts. Children's questions were predominantly ambiguous about whether they were inquiring about name or function, but when their questions were more specific, they were almost always about function. For unfamiliar objects, parents responded with functional information the majority of the time, alone or in addition to names. For atypical members of familiar categories, adults usually responded only with the category name. The results indicate that adults adjust their responses in a way that often provides the information about object kind, specifically functional information in the case of artifacts, that they believe their children are lacking. Such input may contribute to the development of children's concepts and word meanings.
Subject(s)
Concept Formation , Language Development , Parent-Child Relations , Semantics , Verbal Learning , Adult , Child, Preschool , Comprehension , Female , Humans , Male , VocabularyABSTRACT
In naming artifacts, do young children infer and reason about the intended functions of the objects? Participants between the ages of 2 and 4 years were shown two kinds of objects derived from familiar categories. One kind was damaged so as to undermine its usual function. The other kind was also dysfunctional, but made so by adding features that appeared to be intentional. Evidence that 2-, 3- and 4-year-olds were more likely to apprehend the broken objects than the intentionally dysfunctional objects as members of the familiar lexical categories favors the conclusion that, in naming, children may spontaneously infer and reason about design intentions from an early age. This is the first evidence that 2- and 3-year-olds not only take design intentions into account in object categorization, but that they do so even without explicit mention of the objects' accidental or intentional histories. The results cast doubt on a proposal that young children's lexical categorization is based on automatic, non-deliberative processes.
