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Abstract
This research concerns how children learn the distinction between substance names
and object names. Quine (1969) proposed that children learn the distinction through
learning the syntactic distinctions inherent in count/mass grammar. However, Soja
et al. (1991) found that English-speaking 2-year-olds, who did not seem to have acquired
count/mass grammar, distinguished objects from substances in a word extension task,
suggesting a pre-linguistic ontological distinction. To test whether the distinction
between object names and substance names is conceptually or linguistically driven,
we repeated Soja et al.'s study with English- and Japanese-speaking 2-, 2.5-, and
4-year-olds and adults. Japanese does not make a count-mass grammatical distinction:
all inanimate nouns are treated alike. Thus if young Japanese children made the object-substance
distinction in word meaning, this would support the early ontology position over the
linguistic influence position. We used three types of standards: substances (e.g.,
sand in an S-shape), simple objects (e.g., a kidney-shaped piece of paraffin) and
complex objects (e.g., a wood whisk). The subjects learned novel nouns in neutral
syntax denoting each standard entity. They were then asked which of the two alternatives--one
matching in shape but not material and the other matching in material but not shape--would
also be named by the same label. The results suggest the universal use of ontological
knowledge in early word learning. Children in both languages showed differentiation
between (complex) objects and substances as early as 2 years of age. However, there
were also early cross-linguistic differences. American and Japanese children generalized
the simple object instances and the substance instances differently. We speculate
that children universally make a distinction between individuals and non-individuals
in word learning but that the nature of the categories and the boundary between them
is influenced by language.