Helping Preschoolers to Overcome Function Neglect in Object Word Learning

When asked if a newly learned label applies to an unattested object, preschoolers – but not slightly older children and adults - typically rely on form and neglect function. Gentner (e.g., 1983) suggested that exposure to two exemplars of a category can lead a child to deemphasize surface features (e.g., form) and emphasize deep properties (e.g., function). Two experiments were conducted to apply Gentner’s suggestion to the alleviation of function neglect in preschoolers. In Experiment 1, older 4-year-olds were helped to overcome function neglect simply by seeing the function demonstrated by two exemplars. Younger 4-year-olds were helped only when the first object was a familiar one. In Experiment 2, 3-year-olds were helped only when the first object was familiar and similarities between video clips were verbally highlighted. These findings are discussed as part of a broader body of research demonstrating various ways children can be helped to overcome function neglect.