Proceedings of the Annual Meeting of the Cognitive Science Society

By 24 months, children rapidly infer the meanings of words from sentence context: for instance, inferring from “She eats the dax” that “dax” refers to a food item. However, prior work has typically presented these informative sentence contexts in the presence of the target referent; it is less clear whether sentence context on one exposure will influence learners’ referential hypotheses on subsequent exposures. Here, we present results suggesting that even adults have some difficulty using a word’s prior sentence context to constrain its subsequent hypothesized referents, and 3-year-olds fail to make these cross-exposure inferences at all. Finally, we examine an alternative avenue for sentence context to guide word learning: adults successfully use informative sentence contexts to disambiguate between previously encountered referents. Ongoing work examines this question in children. These results suggest linguistic context is most useful for forming in-the-moment hypotheses but may, in some contexts, also facilitate learning across exposures.