Early Word Learning in Context: A Review of the Literature

Abstract

Children's word learning takes place in rich physical environments. These settings may vary between exposures to a word. In recent years, researchers have become interested in determining whether context—and more specifically context variation—affects young children's word learning. This body of work stems from longstanding interest in the role of context on memory, often referred to as context-dependent memory. In this paper, we review research exploring context-dependent word learning in preschooler-aged children. We specifically focus on research exploring two types of context features: co-present competitor referents and physical backgrounds. Based on somewhat conflicting accounts of context effects on word learning, we propose a unified account of when context is most likely to affect word learning. Our proposal involves an interaction of cognitive constraints and conceptual understanding, both of which shift over the course of development. Said differently, we argue that three factors matter in predicting context effects during word learning: a learner's age, a learner's cognitive capacity, and a learner's understanding of labels as a category. In addition, we propose avenues for future research to better specify the role of context during early word learning.