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How do learners gather new information during word learning? One possibility is that learners selectively sample items that help them reduce uncertainty about new word meanings. In a series of cross‐situational word learning tasks with adults and children, we manipulated the referential ambiguity of label‐object pairs experienced during training and subsequently investigated which words participants chose to sample additional information about. In the first experiment, adult learners chose to receive additional training on object‐label associations that reduce referential ambiguity during cross‐situational word learning. This ambiguity‐reduction strategy was related to improved test performance. In two subsequent experiments, we found that, at least in some contexts, children (3–8 years of age) show a similar preference to seek information about words experienced in ambiguous word learning situations. In Experiment 2, children did not preferentially select object‐label associations that remained ambiguous during cross‐situational word learning. However, in a third experiment that increased the relative ambiguity of two sets of novel object‐label associations, we found evidence that children preferentially make selections that reduce ambiguity about novel word meanings. These results carry implications for understanding how children actively contribute to their own language development by seeking information that supports learning. [ABSTRACT FROM AUTHOR]

Discusses a certain argument for the claim that definite descriptions are obscure between a Russellian quantificational interpretation and a predicational interpretation which is found in the book "Everything Linguistics Have Always Wanted to Know About Logic (But Were Ashamed to Ask)," by James McCawley. Basis of McCawley for the argument of the ambiguity of definite descriptions; Problem with the argument; Skepticism about free-wheeling ambiguity claims.