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Word Learning Challenges Explain Nonadult Possibility Language Comprehension in Preschoolers

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Title: Word Learning Challenges Explain Nonadult Possibility Language Comprehension in Preschoolers
Language: English
Authors: Ailís Cournane (ORCID 0000-0002-4288-4049), Anouk Dieuleveut, Chiara Repetti-Ludlow, Valentine Hacquard
Source: Developmental Psychology. 2026 62(5):1048-1066.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Behavioral and Cognitive Sciences (BCS)
Contract Number: 1551628
Document Type: Journal Articles
Reports - Research
Descriptors: Vocabulary, Language Acquisition, Comprehension, Preschool Children, English, Form Classes (Languages), Adults, Age Differences
Geographic Terms: New York (New York)
DOI: 10.1037/dev0002061
ISSN: 0012-1649
1939-0599
Abstract: This article presents two experiments testing English children's understanding of the "force" of modals, asking whether they understand that can expresses possibility and have to expresses necessity. Prior studies show that children tend to over-accept necessity modals in possibility situations and argue this behavior stems from conceptual difficulties reasoning about open possibilities. However, these studies typically test modal force using epistemic modality (knowledge-based), which is less input-frequent than nonepistemic modalities (actual-world priorities or goals) and involves speaker perspective-taking. Our results with more familiar teleological (goal-oriented) modality show that preschoolers have an adult-like understanding of possibility can, but they seem to treat necessity have to as a possibility modal, in affirmative (Experiment 1) and arguably in negative sentences (Experiment 2). We take these systematic errors to call into question conceptual accounts. We argue that younger preschoolers' difficulties with modal force are due to word-learning challenges: They treat necessity modals as possibility modals.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503473
Database: ERIC
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  Data: Word Learning Challenges Explain Nonadult Possibility Language Comprehension in Preschoolers
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  Data: <searchLink fieldCode="AR" term="%22Ailís+Cournane%22">Ailís Cournane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4288-4049">0000-0002-4288-4049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anouk+Dieuleveut%22">Anouk Dieuleveut</searchLink><br /><searchLink fieldCode="AR" term="%22Chiara+Repetti-Ludlow%22">Chiara Repetti-Ludlow</searchLink><br /><searchLink fieldCode="AR" term="%22Valentine+Hacquard%22">Valentine Hacquard</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2026 62(5):1048-1066.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 19
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  Data: 2026
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  Data: National Science Foundation (NSF), Division of Behavioral and Cognitive Sciences (BCS)
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  Data: 10.1037/dev0002061
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  Data: 0012-1649<br />1939-0599
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  Label: Abstract
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  Data: This article presents two experiments testing English children's understanding of the "force" of modals, asking whether they understand that can expresses possibility and have to expresses necessity. Prior studies show that children tend to over-accept necessity modals in possibility situations and argue this behavior stems from conceptual difficulties reasoning about open possibilities. However, these studies typically test modal force using epistemic modality (knowledge-based), which is less input-frequent than nonepistemic modalities (actual-world priorities or goals) and involves speaker perspective-taking. Our results with more familiar teleological (goal-oriented) modality show that preschoolers have an adult-like understanding of possibility can, but they seem to treat necessity have to as a possibility modal, in affirmative (Experiment 1) and arguably in negative sentences (Experiment 2). We take these systematic errors to call into question conceptual accounts. We argue that younger preschoolers' difficulties with modal force are due to word-learning challenges: They treat necessity modals as possibility modals.
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  Data: 2026
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        Value: 10.1037/dev0002061
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Comprehension
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      – SubjectFull: Preschool Children
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      – TitleFull: Word Learning Challenges Explain Nonadult Possibility Language Comprehension in Preschoolers
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              Y: 2026
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