CHILD DEVELOPMENT
on
05 July, 2012
·
“As adults, we know that
words are very predictive. If you use words to guide you, they won’t
often let you down,” said Vladimir Sloutsky, co-author of the new study
and professor of psychology at Ohio State University and director of the
university’s Center for Cognitive Science.
“But for children, words are just another feature among many to consider when they’re trying to classify an object.”
For
example, suppose that someone you trust shows you an object that looks
like a pen and says that it is a tape recorder, Sloutsky said.
Your
first reaction might be to look at the pen to see where the microphone
would be hidden, and how you could turn it on or off.
“You
might think it was some kind of spy tool, but you would not have a hard
time understanding it as a tape recorder even though it looks like a
pen,” Sloutsky said. “Adults believe words do have a unique power to
classify things, but young children don’t think the same way.”
The results suggest that even after children learn language, it doesn’t govern their thinking as much as scientists believed.
“It
is only over the course of development that children begin to
understand that words can reliably be used to label items,” he said.
Sloutsky
conducted the study with Wei (Sophia) Deng, a graduate student in
psychology at Ohio State. Their research appears online in the journal
Psychological Science and will appear in a future print edition.
The
study involved two related experiments. One experiment involved 13
preschool children aged 4 to 5 and 30 college-aged adults.
In
this first experiment, participants were shown colorful drawings of two
fictional creatures that the researchers identified as a “flurp” or a
“jalet.” Each was distinct in the color and shape of five of their
features: body, hands, feet antennae and head. For example, flurps
generally had tan-colored square antennae while jalets generally had
gray-colored triangle antennae.
The
researchers made the heads of the animals particularly salient, or
conspicuous: the flurp had a pink head that moved up and down and jalet
had a blue head that moved sideways. The head was the only part of the
body that moved.
After
they learned the relevant characteristics of the flurp and jalet,
participants were tested in two conditions. In one condition, they were
shown a picture of a creature that had some, but not all of the
characteristics of one of the creatures, and asked if it was a flurp or a
jalet. In another condition, they were shown a creature where one of
the six features was covered and they were asked to predict the missing
part.
The critical test
came when the participants were shown a creature with a label that
matched most of the body parts — except for the very noticeable moving
head, which belonged to the other animal. They were then asked which
animal was pictured.
“About
90 percent of the children went with what the head told them — even if
the label and every other feature suggested the other animal,” Sloutsky
said.
“The label was just another feature, and it was not as important to them as the most salient feature — the moving head.”
Adults
put much more stock in the label compared to children- about 37 percent
used the label to guide their choice, versus 31 percent who used the
moving head. The remaining 31 percent had mixed responses.
However,
to eliminate the possibility that participants were confused because
they had never heard of flurps and jalets before, the researchers
conducted another experiment. The second experiment was similar to the
first, except that the animals were given more familiar names:
“meat-eaters” and “carrot-eaters” instead of flurps and jalets.
In
this case, the difference between the adults and children was even
clearer. Nearly two-thirds of adults relied on the label to guide their
choices, compared to 18 percent who relied on the moving head and 18
percent who were mixed responders. Only 7 percent of the children relied
on the labels, compared to 67 percent who relied on the moving head and
26 percent who were mixed responders.
Sloutsky
said these findings add to our understanding of how language affects
cognition and may help parents communicate and teach their children.
“In
the past, we thought that if we name the things for children, the
labels will do the rest: children would infer that the two things that
have the same name are alike in some way or that they go together,” he
said.
“We can’t assume that anymore. We really need to do more than just label things.”
