Acquiring color names via linguistic contrast: the influence of contrasting terms.

Abstract

Linguistic contrast of the form "It's not X; it's Y" is often used by adults to correct children's naming errors. The present studies examined whether such linguistic contrast could help preschoolers learn a novel color name. In Experiment 1, a novel color term was contrasted only once with 1 or 2 familiar color names. Contrasting a new color term with children's own label for the stimulus color helped 5-year-olds learn the new term, but contrasting the new term with randomly chosen familiar color terms did not. For 4-year-olds, neither kind of contrast helped much. Experiments 2 and 3 showed that when the contrastive information was presented more than once, even 3- and 4-year-olds performed much like the 5-year-olds in Experiment 1. Together, these findings suggest that contrasting a new term with a child's own term facilitates the acquisition of the new term, perhaps because it gives the child specific information about how two terms are related in meaning.