Symbolic flexibility during unsupervised word learning in children and adults

• Published in: Journal of experimental child psychology Vol. 175; pp. 17 - 36
• Main Authors: Roembke, Tanja C., Wiggs, Kelsey K., McMurray, Bob
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.11.2018
• Subjects: Cross-situational learning; Language development; Statistical learning; Symbolic flexibility; Vocabulary acquisition; Word learning; Language development; Cross-situational learning; Vocabulary acquisition; Symbolic flexibility; Word learning; Statistical learning
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2018.05.016

Considerable debate in language acquisition concerns whether word learning is driven by domain-general (symbolically flexible) or domain-specific learning mechanisms. Prior work has shown that very young children can map objects to either words or nonlinguistic sounds, but by 20 months of age this ability narrows to only words. This suggests that although symbolically flexible mechanisms are operative early, they become more specified over development. However, such research has been conducted only with young children in ostensive teaching contexts. Thus, we investigated symbolic flexibility at later ages in more referentially ambiguous learning situations. In Experiment 1, 47 6- to 8-year-olds acquired eight symbol–object mappings in a cross-situational word learning paradigm where multiple mappings are learned based only on co-occurrence. In the word condition participants learned with novel pseudowords, whereas in the sound condition participants learned with nonlinguistic sounds (e.g., beeps). Children acquired the mappings, but performance did not differ across conditions, suggesting broad symbolic flexibility. In Experiment 2, 41 adults learned 16 mappings in a comparable design. They learned with ease in both conditions but showed a significant advantage for words. Thus, symbolic flexibility decreases with age, potentially due to repeated experiences with linguistic materials. Moreover, trial-by-trial analyses of the microstructure of both children’s and adults’ performance did not reveal any substantial differences due to condition, consistent with the hypothesis that learning mechanisms are generally employed similarly with both words and nonlinguistic sounds.