{"pk":25809,"title":"Disambiguation Across the Senses: The Role of Discovery-Based Interference","subtitle":null,"abstract":"When asked to find the referent of a novel label, children\ntypically select an object that they cannot already name (the\n“disambiguation effect”; Merriman & Bowman, 1998).\nHowever, when the task required cross-modal extension of a\nlabel, children did not show this effect (Scofield, Hernandez-\nReif, & Keith, 2009). In Experiments 1 and 2, preschoolers\nlearned a label for a visual object, then examined it and a\nnovel object by touch. On the critical trials, children were\nasked to decide which tactile object was the referent of a\nnovel label. Four-year-olds only showed the disambiguation\neffect if, prior to the label test, they had identified the tactile\nobject that matched the visual training object. The results of\nExperiment 3 suggest that the 4-year-olds expected to be\nasked about the matching object, which interfered with their\ntendency to disambiguate. This discovery-based interference\nappears to attenuate the use of common word learning\nstrategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; novel word mapping; mutual\nexclusivity; cross-modal perception; language learning\nstrategies; attention; discovery"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4831c81m","frozenauthors":[{"first_name":"Jenna","middle_name":"L","last_name":"Wall","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"William","middle_name":"E","last_name":"Merriman","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25809/galley/15433/download/"}]}