Two hundred forty English-speaking toddlers (24- and 36-month-olds) heard novel adjectives applied to familiar objects (Experiment 1) and novel objects (Experiment 2). Children were successful in mapping adjectives to target properties only when information provided by the noun, in conjunction with participants' knowledge of the objects, provided coherent category information: when basic-level nouns or superordinate-level nouns were used with familiar objects, when novel basic-level nouns were used with novel objects, and--for 36-month-olds--when the nouns were underspecified with respect to category (thing or one) but participants could nonetheless infer a category from pragmatic and conceptual knowledge. These results provide evidence concerning how nouns influence adjective learning, and they support the notion that toddlers consider pragmatic factors when learning new words.
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