Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 16, no. 2)

Included in Web of Science СС (ESCI)

Included in Scopus


Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


How Children Acquire Meaning of the Word That Is Beyond Their Direct Perception: A Hypothesis on Social, Language and Conceptual Experience Interaction 1560

Kotov A.A.
PhD in Psychology, Senior Researcher, Laboratory for cognitive research, Department of Psychology, National Research University 'Higher School of Economics', Moscow, Russia

Vlasova E.F.
Student, Russian State University for the Humanities, Moscow, Russia

Kotova T.N.
PhD in Psychology, Senior Research Fellow, Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation, Moscow, Russia

In our study 3—4-year-old children were given a task to set up the connection between a novel object, its name and some additional information about that object, which was either available to visual perception (outer colour) or unavailable (inner colour). Despite the hypothesis of the social determination of a word (Bloom, 2000), sug- gesting that children prefer to connect a new word to the information unavailable to their perception but coming from the adult, we found that 4-year-olds could remember both pieces of information as well as the word. Unlike them, 3-year-olds could only remember the object's name and visually available information. Children's knowledge of colour names influenced their ability to remember the information about the inner colour: those children who could barely name colours themselves didn't remember the inner colour of the object. In the additional research we demonstrated that the language experience itself isn't the only one that it takes to remember the visually unavail- able information, but it had to be connected to the relevant conceptual knowledge. At the end of the article we are considering the constraints related to the interaction of the social, language and conceptual experience in novel words' learning which specify the hypothesis of the social determination of a word.

Keywords: development, speech, meaning, perception, memory, learning, preschool age

Column: The Problem Of Development

For Reference

  1. Vygotskii L.S. Myshlenie i rech'. Moscow: Labirint, 1996. 416 p.
  2. Bloom P. How children learn the meanings of words. Cambridge, MA, 2000. 300 p.
  3. Carey S., Bartlett E. Acquiring a single new word. Pro- ceedings of the Stanford Child Language Conference, 1978. Vol. 15, pp. 17—29.
  4. Fenson L., Dale P.A., Reznick J.S., Bates E., Thal D., Pethick S.J. Variability in early communicative development. Monographs of the Society for Research in Child Develop- ment, 1994. Vol. 59, no. 5, pp. 174—185.
  5. Heibeck T.H., Markman E.M. Word Learning in Child- ren: An Examination of Fast Mapping. Child Development, 1987. Vol. 58, pp. 1021—1034.
  6. Landau B., Smith L.B., Jones S.S. The importance of shape in early lexical learning. Cognitive Development, 1988. Vol. 3, no. 3, pp. 299—321.
  7. Markson L., Bloom P. Evidence against a dedicated sys- tem for word learning in children. Nature, 1997. Vol. 385, pp. 813—815.
  8. Waxman S.R., Markow D.B. Words as Invitations to Form Categories: Evidence from 12- to 13-Month-Old Infants. Cognitive Psychology, 1995. Vol. 29, no. 3, pp. 257—302.

© 2007–2020 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????