"But for children, words are just another feature among many to consider when they're trying to classify an object."
For example, suppose that someone you trust shows you an object that looks like a pen and says that it is a tape recorder, Sloutsky said.
Your first reaction might be to look at the pen to see where the microphone would be hidden, and how you could turn it on or off.
"You might think it was some kind of spy tool, but you would not have a hard time understanding it as a tape recorder even though it looks like a pen," Sloutsky said. "Adults believe words do have a unique power to classify things, but young children don't think the same way."
The results suggest that even after children learn language, it doesn't govern their thinking as much as scientists believed.
D- maybe has to do with when they develop linear historical memory?