| Popis: |
This paper examined the interaction between two possible underlying mechanisms of children’s selective word learning–associative generalizations and inferences about epistemic competence. Three-4-year-olds (N=128) learned words from informants who asked questions, mentioning either the correct or incorrect object labels. Such questions show similar levels of informants’ epistemic competence, however, inaccurate labels may generate error signals that can generalize to future information from the same person. Preschoolers retained novel labels from both informants but were slower to respond in the incorrect labeler condition. When tested in a disabmiguation procedure, children performed above chance in both conditions, and their response times did not differ. These results suggest that preschoolers’ selective word learing is influenced by these two mechanisms in a complementary way. |
