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  1. Sia MY, Mayor J
    J Child Lang, 2021 Sep 14.
    PMID: 34519266 DOI: 10.1017/S0305000921000532
    Children learn words in ambiguous situations, where multiple objects can potentially be referents for a new word. Yet, researchers debate whether children maintain a single word-object hypothesis - and revise it if falsified by later information - or whether children establish a network of word-object associations whose relative strengths are modulated with experience. To address this issue, we presented 4- to 12-year-old children with sets of mutual exclusivity (fast-mapping) trials: offering them with obvious initial hypotheses (that the novel object is the referent for the novel word). We observe that children aged six years and above, despite showing a novelty bias and retaining this novel word - novel object association, also formed an association between the novel word and the name-known object, thereby suggesting that older children attend to more than one word-object association, in a manner similar to associative learning. We discuss our findings in the context of competing theoretical accounts related to word learning.
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