Document Type
Article
Publication Date
1-1-2025
Journal / Book Title
Journal of Child Language
Abstract
How do children learn the language-to-concept mappings within the domain of Mechanical Support - a spatial domain involving varied and complex force-dynamic relations between objects based on specific mechanisms (stickiness, clips, etc.)? We explore how four- and six-year-olds, and adults encode dynamic events and static configurations of Mechanical Support via attachment (picture put on a door). Participants viewed spatial configurations (Experiment 1 - in dynamic events or Experiment 2 - in static states) and were then prompted with the question, "Can you tell me what my sister did with my toy?"Children and adults used lexical verbs, and the visibility of the mechanism influenced the type of verb used. Also, whereas children preferentially used Orientation Verbs (e.g., "hang"), adults preferentially used Verbs of Attaching (e.g., "tape,""stick"). Our findings shed light on how children acquire mechanical support language and the linguistic and cognitive constraints involved.
DOI
10.1017/S0305000925000078
MSU Digital Commons Citation
Hauss, Julia; Barbosa, Jennifer; Muentener, Paul; and Lakusta, Laura, "The language of mechanical support in children: Is it "sticking," "hanging," or simply "on" ?" (2025). Department of Psychology Faculty Scholarship and Creative Works. 682.
https://digitalcommons.montclair.edu/psychology-facpubs/682
Rights
This is an Open Access article, distributed under the terms of the Creative Commons Attribution license.
Published Citation
Hauss, J., Barbosa, J., Muentener, P., & Lakusta, L. (2025). The language of mechanical support in children: Is it “Sticking,” “Hanging,” or simply “On”? Journal of Child Language, 1–20. doi:10.1017/S0305000925000078