Children use whole-part juxtaposition as a pragmatic cue to word meaning.
Bibliographic record
Abstract
When parents label novel parts of familiar objects, they typically provide familiar whole-object terms before offering novel part terms (e.g., "See this cup? This is the rim."). Such whole-part juxtaposition might help children to accurately interpret the meaning of novel part terms, but it can do so only if they recognize the conjunction as a potential cue to part meaning. Two studies examined (a) whether 3- to 4-year-olds use whole-part juxtaposition to accurately interpret novel part terms and (b) how they might do so. Study 1 confirmed that children indeed use juxtaposition to guide learning of novel part terms. Furthermore, 2 control conditions clarified that children's use of juxtaposition was not simply due to memory effects, such as the facilitation of lexical access, nor to recognition of the grammatical frame that typically accompanies juxtaposition. Study 2 revealed that children readily use juxtaposition in a novel, gestural format. Such flexibility in recognizing and utilizing novel variants of juxtaposition strongly suggests that pragmatic understanding lies at the heart of children's sensitivity to whole-part juxtaposition.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".