Many social and legal conflicts hinge on semantic disagreements. Understanding the origins and implications of these disagreements necessitates novel methods for identifying and quantifying variation in semantic cognition between individuals. We collected conceptual similarity ratings and feature judgements from a variety of words in two domains. We analyzed this data using a non-parametric clustering scheme, as well as an ecological statistical estimator, in order to infer the number of different variants of common concepts that exist in the population. Our results show at least ten to thirty quantifiably different variants of word meanings exist for even common nouns. Further, people are unaware of this variation, and exhibit a strong bias to erroneously believe that other people share their semantics. This highlights conceptual factors that likely interfere with productive political and social discourse.

The extent to which word learning is delayed by maturation as opposed to accumulating data is a longstanding question in language acquisition. Further, the precise way in which data influence learning on a large scale is unknown—experimental results reveal that children can rapidly learn words from single instances as well as by aggregating ambiguous information across multiple situations. We analyze Wordbank, a large cross-linguistic dataset of word acquisition norms, using a statistical waiting time model to quantify the role of data in early language learning, building off Hidaka ( 2013 ). We find that the model both fits and accurately predicts the shape of children’s growth curves. Further analyses of model parameters suggest a primarily data-driven account of early word learning. The parameters of the model directly characterize both the amount of data required and the rate at which informative data occurs. With high statistical certainty, words require on the order of ∼ 10 learning instances, which occur on average once every two months. Our method is extremely simple, statistically principled, and broadly applicable to modeling data-driven learning effects in development.