Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned.

To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers' ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping long term following brief incidental exposure to the artifact being used. In Experiment 1, 3- and 5-year-olds (N = 144) were tested 1 week after two exposures to a novel action, function, and name. Participants performed well on comprehension tests of all three kinds of information. In Experiment 2, 3-year-olds (N = 100) were exposed to these three kinds of information only once. Retention of the action-artifact link was above chance levels, whereas retention of function and the name was not. Finally, in Experiment 3, 4-year-olds (N = 128) performed well on an action production task 1 week after brief exposure. In contrast, their performance on a name production task immediately after exposure was poor. Our data suggest that preschoolers can retain function information about a novel artifact from minimal exposure, similar to their ability to learn an artifact name. Crucially, their ability to remember action-artifact mappings is markedly better than their ability to remember functions and names.

Parallels Between Action-Object Mapping and Word-Object Mapping in Young Children.

Across a series of four experiments with 3- to 4-year-olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 (n = 61) the demonstration of a novel action led children to select a novel, rather than a familiar object. In Experiment 2 (n = 78) children exhibited long-term retention of novel action-object mappings and extended these actions to other category members. In Experiment 3 (n = 60) we showed that children formed an accurate sensorimotor record of the novel action. In Experiment 4 (n = 54) we demonstrate limits on the types of actions mapped to novel objects. Overall these data suggest that certain aspects of noun mapping share common processing with action mapping and support a domain-general account of word learning.