Although young children often rely on salient perceptual cues, such as shape, when categorizing novel objects, children shift towards deeper relational reasoning when they compare category members or attend to functional properties. In this study, we investigated the independent and combined effects of comparison and function in children’s categorization of novel objects. Across two experiments, we found that comparing two perceptually similar category members led children to discover non-obvious relational features that supported their categorization of novel objects. Together, these findings underscore the difficulty in categorizing novel objects but demonstrate that comparison may aid in this process by rendering less obvious relational structures more salient, thus inducing a shift towards a categorical rather than perceptual response.

Although the relationship between sound and meaning in language is arbitrary, reliable correspondences between sound and meaning have been found in natural language. These sound symbolic relationships affect word learning, but less is known about how sound symbolism affects online processing during learning or for well-learned stimuli. We use the visual world paradigm and an artificial lexicon featuring carefully controlled sound symbolic correspondences to examine the effects of sound symbolism on the online processing of novel and well-learned stimuli. Initially, participants chose novel shapes matching the sound symbolic properties of the word above chance, reliably fixating consistent shapes around word offset. As learning approached ceiling, accuracy and reaction time differences between matching and mismatching stimuli disappeared but a disadvantage in the online processing of mismatching stimuli persisted in the form of lagging target fixations. This suggests that sound symbolism affects the online processing of spoken stimuli even for well-learned words.

Variation in second language acquisition is evident from earliest stages. This study examined effects of learning tasks (retrieval practice, comprehension, verbal repetition) on comprehension of Turkish as a new language. Undergraduates (N = 156) engaged with Turkish spoken dialogues in a computer-assisted language learning session via Zoom, with learning tasks manipulated between-subjects. Participants completed pre/posttests assessing comprehension of Turkish number and case marking, a vocabulary test, and open-response questions gauging explicit awareness. The retrieval-practice group showed highest performance overall, after controlling for significant effects of nonverbal ability and pretest. For comprehension of number/case marking, the comprehension group performed comparably to the retrieval-practice group. For vocabulary comprehension, the verbal-repetition group performed comparably to the retrieval-practice group. Differential performance associated with learning tasks indicates benefits of testing and production and aligns with transfer-appropriate processing. As predicted by the noticing hypothesis, explicit awareness of number and case marking correlated with comprehension accuracy.