TY - JOUR
T1 - “Dividing the labor”
T2 - Lexical verbs and the linguistic encoding of physical support in 2- to 4.5-year-old children
AU - Lakusta, Laura
AU - Wefferling, Julia
AU - Elgamal, Karima
AU - Landau, Barbara
N1 - Publisher Copyright:
© 2023
PY - 2024/2
Y1 - 2024/2
N2 - Infants reason about support configurations (e.g., teddy bear on table) and young children talk about a variety of support relations, including support-from-below (e.g., apple on table) and many other types (e.g., Band-Aid on leg, picture on wall). Given this wide variation in support types, we asked whether early differentiation of the semantic space of support may play a key role in helping children to learn spatial language in this domain. Previous research has shown such differentiation with 20-month-olds mapping the basic locative construction (BE on) to support-from-below (cube on top of box), but not to a mechanical support configuration (cube on side of box via adhesion). Older children and adults show the same differentiation, with preferential mapping of BE on to support-from-below and lexical verbs to mechanical support. We further explored the development of this differentiation by testing how children aged 2 to 4.5 years map lexical verbs to a wide variety of support configurations. In Experiment 1, using an intermodal preferential pointing paradigm, we found that 2- to 3.5-year-olds map a lexical verb phrase (“sticks to”) to mechanical support via adhesion. In Experiments 2 and 3, we expanded the range of mechanical support relations and used production and forced-choice tasks to ask whether 2- to 4.5-year-olds also encode mechanical relations using lexical verbs. We found that they do. These findings suggest continuity between infancy and childhood in the way that children use spatial language to differentially map to support-from-below versus mechanical support and raise new questions about how mechanical support language develops.
AB - Infants reason about support configurations (e.g., teddy bear on table) and young children talk about a variety of support relations, including support-from-below (e.g., apple on table) and many other types (e.g., Band-Aid on leg, picture on wall). Given this wide variation in support types, we asked whether early differentiation of the semantic space of support may play a key role in helping children to learn spatial language in this domain. Previous research has shown such differentiation with 20-month-olds mapping the basic locative construction (BE on) to support-from-below (cube on top of box), but not to a mechanical support configuration (cube on side of box via adhesion). Older children and adults show the same differentiation, with preferential mapping of BE on to support-from-below and lexical verbs to mechanical support. We further explored the development of this differentiation by testing how children aged 2 to 4.5 years map lexical verbs to a wide variety of support configurations. In Experiment 1, using an intermodal preferential pointing paradigm, we found that 2- to 3.5-year-olds map a lexical verb phrase (“sticks to”) to mechanical support via adhesion. In Experiments 2 and 3, we expanded the range of mechanical support relations and used production and forced-choice tasks to ask whether 2- to 4.5-year-olds also encode mechanical relations using lexical verbs. We found that they do. These findings suggest continuity between infancy and childhood in the way that children use spatial language to differentially map to support-from-below versus mechanical support and raise new questions about how mechanical support language develops.
KW - Language development
KW - Mechanism
KW - Semantics
KW - Spatial language
KW - Support
UR - http://www.scopus.com/inward/record.url?scp=85175625539&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2023.105803
DO - 10.1016/j.jecp.2023.105803
M3 - Article
C2 - 37924661
AN - SCOPUS:85175625539
SN - 0022-0965
VL - 238
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
M1 - 105803
ER -