Khuyen Le @knle.bsky.social · 27/02/2026We expanded previous paradigms to differentiate these possibilities, by manipulating whether a label (e.g., ‘dax’) is taught vs. invented in the absence of a speaker (see Figure!) (3/7) 100
Khuyen Le @knle.bsky.social · 27/02/2026We asked children whether the absent speaker knew this label. After the absent speaker returned and made a request using another word (e.g., ‘bem’), we asked whether children would exclude the already-labeled object from consideration. (4/7) 100
Khuyen Le @knle.bsky.social · 27/02/2026We found that from 4.5yos, children made more mutual exclusivity inferences when the label was taught compared to when it was invented. Children also made more mutual exclusivity inferences when they believed the speaker knew the introduced label, regardless of how it was introduced. (5/7) 100
