[PS-2.7] Distinct influences of semantic category knowledge on word recognition and learning

Eiteljörge, S. , Kriukova, O. & Mani, N.

University of Göttingen

From early on, infants are very efficient in both word recognition and word learning, and research has shown that both of these processes seem influenced by category knowledge (Arias-Trejo & Plunkett, 2010, Borovsky et al, 2015). However, it is not clear whether category knowledge similarly impacts recognition and learning.

In a priming study, we investigated 2- and 3-year-olds? (N=35 and N=37) target recognition in broad (fruit) and narrow perceptual categories (instruments) in primed (strawberry - banana) and neutral (guitar - banana) conditions. In a word learning study, children were introduced to novel word-object pairings in broad or narrow categories, and tested on their target recognition. Additionally, we administered a German CDI adaptation for children?s individual category densities.

Analyses indicate that both age groups showed priming effects in broad categories in contrast to unprimed conditions (p=.002). However, only 3-year-olds demonstrated word learning in narrow categories (p=.043), which was negatively correlated with the priming effects (r=-.409, p=.022). Thus, category size positively impacts word recognition but interferes with word learning. Such evidence seems particularly important for models of word learning and word recognition, identifying the nature of the connections between words, and further reveals how categorisation and early language acquisition develop in concert.