Lynn K. Perry, Larissa K. Samuelson and Johanna B. Burdinie Highchair philosophers: the impact of seating context-dependent exploration on children's naming biases Developmental Science 17
We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound - most nonsolids that toddlers are familiar with are foods and thus, typically experienced when sitting in a highchair.
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