{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:kent1357918390"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:kent1357918390","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Young Children's Coordination of Label Extension Across the Senses","abstract":"Although young children usually avoid extending two labels to the same object, they tend not to do so across the senses (Scofield, Hernandez-Reif, & Keith, 2009). In two experiments, 3- and 4-year-olds learned a label for a visual training object, then examined two hidden objects manually. One was the training object while the other was novel. On the critical trials, children were asked to choose the hidden object that was the referent of a novel label. In Experiment 1, they selected the training object as often as the novel object. Experiment 2 revealed two factors that promoted selecting the novel object: allowing children to first satisfy their expectation/desire to communicate that one of the hidden objects matched the visual training object; and directing them to map the trained label onto the hidden training object before testing the novel label. Both factors affected the 4-year-olds’ responses more than the 3-year-olds’ responses. In both experiments, the tendency to map the novel label onto the novel hidden object was related to children’s reflective awareness of their knowledge of object names.","abstract_html":"Although young children usually avoid extending two labels to the same object, they tend not to do so across the senses (Scofield, Hernandez-Reif, & Keith, 2009). In two experiments, 3- and 4-year-olds learned a label for a visual training object, then examined two hidden objects manually. One was the training object while the other was novel. On the critical trials, children were asked to choose the hidden object that was the referent of a novel label. In Experiment 1, they selected the training object as often as the novel object. Experiment 2 revealed two factors that promoted selecting the novel object: allowing children to first satisfy their expectation/desire to communicate that one of the hidden objects matched the visual training object; and directing them to map the trained label onto the hidden training object before testing the novel label. Both factors affected the 4-year-olds’ responses more than the 3-year-olds’ responses. In both experiments, the tendency to map the novel label onto the novel hidden object was related to children’s reflective awareness of their knowledge of object names.","abstract_has_math":false,"creators":["Wall, Jenna L."],"institution":"Kent State University","degree_name":"MA","degree_level":"masters","degree_discipline":"College of Arts and Sciences / Department of Psychological Sciences","degree_department":null,"school":null,"contributors":["Merriman, William"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-03-11","date_published":"2013-03-11","updated_at":"2026-07-24T03:35:52Z","subjects":["Psychology"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=kent1357918390","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Merriman, William"]},{"key":"dc:creator","label":"Author","values":["Wall, Jenna L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-03-11"]},{"key":"dc:publisher","label":"Institution","values":["Kent State University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Arts and Sciences / Department of Psychological Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Kent State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Experiment 2 revealed two factors that promoted selecting the novel object: allowing children to first satisfy their expectation/desire to communicate that one of the hidden objects matched the visual training object; and directing them to map the trained label onto the hidden training object before testing the novel label. Both factors affected the 4-year-olds’ responses more than the 3-year-olds’ responses. In both experiments, the tendency to map the novel label onto the novel hidden object was related to children’s reflective awareness of their knowledge of object names."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","448.3 KB"]},{"key":"dc:title","label":"Title","values":["Young Children's Coordination of Label Extension Across the Senses"]}]}],"canonical_facts":{"dc:contributor":["Merriman, William"],"dc:creator":["Wall, Jenna L."],"dc:date":["2013-03-11"],"dc:description":["Although young children usually avoid extending two labels to the same object, they tend not to do so across the senses (Scofield, Hernandez-Reif, & Keith, 2009). In two experiments, 3- and 4-year-olds learned a label for a visual training object, then examined two hidden objects manually. One was the training object while the other was novel. On the critical trials, children were asked to choose the hidden object that was the referent of a novel label. In Experiment 1, they selected the training object as often as the novel object. Experiment 2 revealed two factors that promoted selecting the novel object: allowing children to first satisfy their expectation/desire to communicate that one of the hidden objects matched the visual training object; and directing them to map the trained label onto the hidden training object before testing the novel label. Both factors affected the 4-year-olds’ responses more than the 3-year-olds’ responses. In both experiments, the tendency to map the novel label onto the novel hidden object was related to children’s reflective awareness of their knowledge of object names."],"dc:format":["application/pdf","448.3 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=kent1357918390"],"dc:language":["English"],"dc:publisher":["Kent State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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