Generics guide toddlers' inductive inferences about novel kinds
Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The present set of studies examined whether generic language guides 24- and 30- month-olds' inferences about novel kinds. Across three experiments, children were administered an inductive inference task in one of two conditions: (a) a generic condition, and (b) a non-generic condition. First, the experimenter introduced a novel model exemplar (e.g., a blue blick) accompanied by either a generic noun phrase (NP) (e.g., "Blicks drink milk") or a non-generic NP (e.g., "This blick drinks milk") and modeled a target action (a drinking motion with a cup). Children were then given the opportunity to imitate the target action with the novel model exemplar (e.g., the blue blick) and a novel non-model exemplar ( e.g., the orange blick). Experiment One was an initial examination of 30-month-olds' attention to generics when making inductive inferences about novel kinds within a supportive linguistic context (reminder group) and a less supportive linguistic context (no-reminder group). Results indicated that 30-month-olds in the non-generic group imitated significantly more often with the model exemplar compared to the non-model exemplar. In contrast, 30-month-olds in the generic group imitated equally as often with the model and non-model exemplars. Type of context (supportive versus less supportive) did not influence the results. Experiment Two investigated 24-month-olds sensitivity to generics within a supportive linguistic context. Results demonstrated that 24-month-olds in both the generic and nonĀgeneric groups imitated equally as often with the model and non-model exemplars, indicating that 24-month-olds do not appear to be sensitive to generics when making inductive inferences about novel kinds. Finally, Experiment Three was a control for plurality in the generic and non-generic NPs. Results indicated that, 30-month-olds in both the generic and non-generic groups imitated equally as often with the model and non-model exemplars, suggesting that, children were not sensitive to generic language when making inductive inferences when plurality was controlled. The results from the present set of experiments provide preliminary evidence that young children have an emerging ability to use generic language to guide their inductive inferences about novel kinds.
Description
Bibliography: p. 61-63
Keywords
Citation
Nayer, S. L. (2007). Generics guide toddlers' inductive inferences about novel kinds (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/2637