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To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this process unfolds. One previous study found that children’s abilities to learn a new verb differed across Korean and English as a function of the sentence in which the verb occurred. The authors hypothesized that the properties of word order and argument drop, which vary systematically in these two languages, were driving the differences. In the current study, we pursued this finding to ask if the difference persists later in development, or if children acquiring different languages come to appear more similar as their linguistic knowledge and learning capacities increase. Preschool-aged monolingual English learners (N = 80) and monolingual Korean learners (N = 64) were presented with novel verbs in contexts that varied in word order and argument drop and accompanying visual stimuli. We assessed their learning by measuring accuracy in a forced-choice pointing task, and we measured eye gaze during the learning phase as an indicator of the processes by which they mapped the novel verbs to meaning. Unlike previous studies which identified differences between English and Korean learning 2-year-olds in a similar task, our results revealed similarities between the two language groups with these older preschoolers. We interpret our results as evidence that over the course of early childhood, children become adept at learning from a large variety of contexts, such that differences between learners of different languages are attenuated. 

Purpose This study examined whether 2-year-olds are better able to acquire novel verb meanings when they appear in varying linguistic contexts, including both content nouns and pronouns, as compared to when the contexts are consistent, including only content nouns. Additionally, differences between typically developing toddlers and late talkers were explored. Method Forty-seven English-acquiring 2-year-olds ( n = 14 late talkers, n = 33 typically developing) saw scenes of actors manipulating objects. These actions were labeled with novel verbs. In the varied condition, children heard sentences containing both content nouns and pronouns (e.g., “The girl is ziffing the truck. She is ziffing it!”). In the consistent condition, children heard the verb an equal number of times, but only with content nouns (e.g., “The girl is ziffing the truck. The girl is ziffing the truck!”). At test, children were shown two new scenes and were asked to find the novel verb's referent. Children's eye gaze was analyzed as a measure of learning. Results Mixed-effects regression analyses revealed that children looked more toward the correct scene in the consistent condition than the varied condition. This difference was more pronounced for late talkers than for typically developing children. Conclusion To acquire an initial representation of a new verb's meaning, children, particularly late talkers, benefit more from hearing the verb in consistent linguistic contexts than in varying contexts.