Word learning in the context of referential and salience cues

Adult referential behavior (gaze direction) and salience (target activation ) were independently manipulated in a study of novel word learning. Childre n (seventy-five Is-month-olds and seventy-two 24-month-olds) were trained i n different conditions with a novel word in the context of 2 remote-control led toys. In response to the novel word at test, 24-month-olds tended to pi ck out the toy to which the adult referred in all conditions. They also ten ded to use the novel word appropriately. Comprehension by is-month-olds was good when the salience of the toy did not conflict with the adult's refere ntial intent, but it was disrupted when referential and salience cues confl icted and when referendal cues were not available. Results imply that, at 2 4 months, children use the referential intent of the speaker to learn new w ords, but when first learning words, children may have a less secure grasp an the meaning of speakers' referential cues.