Do children always conform to a majority’s testimony, or do the pragmatics of that testimony matter? We investigated the influence of pragmatics on conforming to a majority across 2 domains: when learning about object labels and when learning about causal relationships. Four- and 5-year-olds (N = 250) were given a choice between an object endorsed by a 3-person majority, or one endorsed by a single minority informant. Within each domain, there were 4 pragmatic conditions, each with modified testimony so that the majority either explicitly provided an opinion about or pragmatically implied their opinion about the alternative object chosen by the minority. In the unendorsed condition, informants explicitly unendorsed the unchosen object. In the implied condition, informants said nothing about the unchosen object. In the ignorance condition, informants explicitly expressed ignorance about the unchosen object, and in the hidden condition, the chosen object was the only one present at the time of the endorsement. We found that children were most likely to endorse the majority object in the unendorsed condition, in which the majority’s opinion was explicitly stated, and least likely in the hidden condition, in which only one object at a time was present, with the other 2 conditions intermediate. Children’s preference for majority testimony also depended on the task domain, with a stronger preference for the majority in the language task than causal task. Children might not simply have a majority bias; rather, they use majority information differently depending on the pragmatics and task demands.

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It has been suggested that phonological representations play a central role in verbal short-term memory, but when semantic knowledge has been investigated, it has also been shown to influence verbal short-term memory. Explaining this interaction between verbal short-term memory and the linguistic system has produced different theoretical positions: whether semantic knowledge is used to redintegrate phonological traces or if there is direct activation of both phonological and semantic knowledge upon encountering a word. The present study employed a new paradigm to systematically examine phonological and semantic representations in verbal short-term memory as well as long-term impacts. Across two experiments, a list of words was presented sequentially, followed by a probe word. Participants were to judge whether the probe word rhymed or was synonymous with any items on the list. Delayed memory was also tested. In Experiment 1, we found that immediate performance was better for synonym than rhyme judgements, and this continued to be the case after a brief delay. In Experiment 2, under a fast-encoding, running-span paradigm, we found similar activation of phonological and semantic knowledge. Nevertheless, accuracy was again higher for items probed with the semantic than rhyme cue in the long term. Results showed that indeed there are short-term semantic effects, in addition to phonological effects. Further, semantic processing can occur in a highly automatic and rapid manner, with strong influence on long-term memory. These findings provide a new perspective on viewing verbal short-term memory as operating more dynamically within the context of a complex linguistic system.

Recent research has begun to investigate implicit learning at the level of meaning. The general consensus is that implicitly linking a word with a meaning is constrained by existing linguistic knowledge. However, another factor to consider is the extent to which attention is drawn to the relevant meanings in implicit learning paradigms. We manipulated the presence of cue saliency during implicit rule learning for a grammatical form (i.e., articles) linked to meaning (i.e., animacy vs. varying notions of size). In a series of experiments, participants learned four novel words but did not know that article usage also depended on a hidden rule, creating an opportunity for implicit rule learning. We found implicit learning through the use of a highly salient meaning (Experiment 1) or if image size was made salient by being explicitly cued (Experiment 3), but not in a low salient paradigm for intrinsic object size (Experiment 2). The findings suggest that implicit learning of semantic information might not be as constrained as previously argued. Instead, implicit learning might be additionally influenced by feature-focusing cues that make the meaning contrasts more salient and thereby more readily available to learning.

Purpose: Working memory and linguistic knowledge are highly intertwined in language tasks. Verbal working memory in particular has been studied as a potential constraint on language performance. This, in turn, highlights the need for a clinical assessment tool that will assist clinicians in understanding individual children's performance in relation to working memory and language. In this study, we investigated whether performance on the Token Test could capture differences in verbal working memory and linguistic knowledge given its manipulation of length and syntactic complexity. Method: In Experiment 1, 257 children ages 4–7 years completed our Modified-Shortened Token Test, in which they carried out commands of increasing length and complexity. Experiment 2 was an exploratory study that included a separate group of 24 kindergarten-age children who completed our Modified-Shortened Token Test as well as other memory and language measures. Results: The factor analysis in Experiment 1 revealed a three-factor solution with factors corresponding to verbal working memory, linguistic, and basic attention constructs. In Experiment 2, we conducted exploratory correlations between composite scores formed based on identified factors (from Experiment 1) and related measures. Recalling sentences and formulating sentences correlated with the working memory demands of the Token Test, whereas following directions and word structure correlated with Token Test linguistic factor. Conclusions: A modified Token Test has the potential to be used clinically to understand language performance. In particular, differential performance across sentences could reveal relative verbal working memory and linguistic knowledge abilities. Supplemental Material: https://doi.org/10.23641/asha.19178474