By 15 months of age, babies can infer the meanings of new words even without visual cues, relying on contextual hints from conversations. This developmental milestone marks a significant transition in a baby’s linguistic understanding, shedding light on how language comprehension evolves in early childhood. Researchers from Northwestern University recently conducted a study to investigate when babies begin to form concepts about words and their meanings, even in the absence of direct visual references to objects. The study revealed a notable advancement in this ability between 12 and 15 months of age.
Language is a powerful tool that enables humans to communicate about abstract concepts and imaginary scenarios beyond the physical realm. This innate linguistic capacity starts to emerge in infancy, prompting researchers to delve into the specifics of this cognitive process. In a study involving 134 infants—67 at 12 months and 67 at 15 months—scientists designed a series of tasks to assess the infants’ ability to mentally represent the meaning of a new word when the corresponding object was not visible.
During the study, infants were exposed to familiar objects while hearing their names, followed by a new word without a visual reference to the object it represented. Subsequently, the infants were presented with two unfamiliar objects—one from the same category as the hidden object and another from a different group—to observe which item they associated with the new word. The results indicated that the older infants, at 15 months, demonstrated a preference for the object corresponding to the new word, indicating an understanding of the word’s meaning based on contextual cues.
In contrast, the younger infants at 12 months did not exhibit the same ability, even with additional exposure to familiar vocabulary. This suggests that the capacity to infer the meaning of words without visual stimuli emerges between 12 and 15 months of age. This study challenges the conventional notion that word learning solely relies on direct associations between words and visible objects, highlighting the significance of contextual language cues in early language development.
Babies do not always need to physically see an object to understand what it is. In everyday situations, a baby might pick up on conversations about different fruits like apples, bananas, and kumquats. While the baby may have seen apples and bananas before, kumquats may be new to them. However, based on the language used and the context of the conversation, they can make an educated guess – that “kumquat” is likely a type of fruit.
Research on infants’ behavior during semantic priming trials, conducted by Sandra Waxman and her team, revealed that babies absorb what they hear and create a mental representation or “gist” of the meaning of new words, even when there is no physical object present. This understanding is strong enough for them to recall and use later when the object is eventually introduced.
The shift in infants’ behavior around 15 months old can likely be attributed to their expanding vocabulary. By this age, most babies begin to utter their first words and demonstrate a better grasp of the words they frequently hear. Younger infants, such as those at 12 months old, may not have a sufficient vocabulary base to comprehend a new word within a specific context. Without prior knowledge of familiar words like “apple” and “banana,” they struggle to infer the meaning of a new word like “kumquat.”
Waxman suggested that by 15 months, babies have accumulated enough familiar words to use them as cues for understanding new words. When exposed to a new word within a sentence discussing known objects, they can make an educated guess that the new word refers to something similar.
This study highlights that by 15 months, infants are already displaying language-learning abilities comparable to those of adults. They do not require visual confirmation to start associating words with their meanings. Simply hearing a word in the correct context can kickstart the learning process.
The research also sheds light on a fundamental aspect of human cognition: the ability to learn about things that are not immediately visible. This capacity, which adults often take for granted, manifests early in life. Infants, as Waxman pointed out, seize the chance to grasp the meaning of new words even in the absence of tangible references.
This form of learning is potent, as it implies that infants are actively absorbing, storing, and utilizing information despite appearing inattentive. Each new word forms a mental imprint, ready to be retrieved and matched with its corresponding object when encountered physically.
Moreover, the study underscores the importance of everyday interactions around babies. Although babies may not respond overtly, they are rapidly absorbing language. Books, conversations, and songs all contribute to laying the groundwork for language comprehension.
These findings hold significance for parents, educators, and individuals working with young children. Early exposure to language fundamentally influences a child’s cognitive development and language acquisition. Even if a baby cannot vocalize many words, they are likely forging mental connections between words and their meanings through active listening.
New research (Sandra Waxman, et al.) highlights the importance of talking to babies, even if it may seem like they don’t comprehend. Babies develop a mental map of the world based on the words they are exposed to. A diverse and rich language environment is key for their cognitive development. Words enable babies to grasp concepts, objects, and events that they have not yet encountered firsthand, starting as early as 15 months old. This underscores the profound impact of human language, even in its nascent stages. For more details, you can access the research findings online in the journal PLOS One. This article was originally shared by The Brighter Side of News. If you enjoy uplifting stories like this, subscribe to The Brighter Side of News’ newsletter.
