Abbot-Smith, Kirsten

Grassmann, Susanne

Horst, Jessica

Pocock, Grace

Kent Academic Repository

Kent Academic RepositoryFull text document (pdf)Copyright & reuseContent in the Kent Academic Repository is made available for research purposes. Unless otherwise stated allcontent is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of researchThe version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record.EnquiriesFor any further enquiries regarding the licence status of this document, please contact: researchsupport@kent.ac.ukIf you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.htmlCitation for published versionPocock, Grace and Abbot-Smith, Kirsten and Horst, Jessica and Grassmann, Susanne  (2019)Where does the wug go? How pre-schoolers use sentence context to infer the taxonomic categoriesof novel words.    In: Child Language Symposium, 11th-12th July 2019, Sheffield, UK.     (Unpublished)DOILink to record in KARhttps://kar.kent.ac.uk/75331/Document VersionUNSPECIFIEDNon-Cognitive Predictors of Student Success:A Predictive Validity Comparison Between Domestic and International StudentsPreschoolers can infer object function from sentential context aloneNon-Cognitive Predictors of Student Success:A Predictive Validity Comparison Between Domestic and International StudentsUSING VERB SELECTIONAL RESTRICTIONS TO  INFER NOVEL NOUN MEANINGS Prior studies…… Only examined inferred semantic categories at very broad level.  e.g. animate vs. inanimate. Only required identification of  object appearance. Novel object appearance logically connected to verb selectional restrictions. ‘the veps is crying’  only 1 obj has eyes. In many studies, learning could have occurred in test phase itself. METHODTRAINING:- 36 4-yr-olds, all exposed to 1 novel food AND 1 novel clothing- Objects shapes did not indicate category- Story-book context- Each frame had a target AND a foil.DESIGN: (between-subjects)1. Verb selectional restrictionsa) Food: cook X; eat X; spill X; feed baby Xb) Clothes: iron Y; wear Y; put on Y; take off Y2. Label-only: ‘is with X; ‘X is there’; there is the X’TEST:1. Taxonomic categorisation‘Where does a wug go?’2. Object-label mapping‘Show me the wug!’Grace Pocock1, Kirsten Abbot-Smith2, Jessica Horst3 & Suse Grassmann4RESULTS Contact:Grace.Pocock.2013@rhul.ac.ukK.Abbot-Smith@kent.ac.ukJessica@Sussex.ac.uk1Royal Holloway, University of London, 2University of Kent, 3University of Sussex, 4Independent researcher‘Where does a wug go?’ How pre-schoolers use sentence context to infer the taxonomic categories of novel nouns01234Taxonomiccategoration testObject-label mappingtestFig.1. Post-test Performance Across GroupsLabel-onlyVerb selectional restrictions*** *01234Taxonomiccategoration testObject-label mappingtestFig.2. Post-test Performance Against ChanceLabel-onlyVerb selectional restrictions***n.s.n.s.***‘Where does a wug go?’

Where does the wug go? How pre-schoolers use sentence context to infer the taxonomic categories of novel words

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Where does the wug go? How pre-schoolers use sentence context to infer the taxonomic categories of novel words

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