Does the lexicon of a language have consequences for cognition? Here, we provide evidence that the ease with which category features can be named can influence category learning. Across two experiments, participants learned to distinguish images composed of colors (Experiment 1) and shapes (Experiment 2) that were either easy or more difficult to name in English. Holding the category structure constant, when the underlying features of the category were easy to name, participants were faster and more accurate in learning the novel category. We argue that these findings suggest that labels allow learners to form more compact hypotheses, which in turn can be confirmed or disconfirmed in the course of learning. These results have consequences for considering how cross-linguistic differences in lexical inventory affect how readily novel categories are learned.
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Nameability supports rule‐based category learning in children and adults
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety‐seven 4‐ to 6‐year‐old children (
- PAR ID:
- 10464040
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Child Development
- Volume:
- 95
- Issue:
- 2
- ISSN:
- 0009-3920
- Format(s):
- Medium: X Size: p. 497-514
- Size(s):
- p. 497-514
- Sponsoring Org:
- National Science Foundation
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