This study explored 14-month-old infants' ability to form novel word-spatial relation associations. During habituation, infants heard 1 novel word (e.g., teek) while viewing dynamic containment events (i.e., Big Bird placed in a box) and, on other habituation trials, a second novel word (e.g., blick) while viewing dynamic support events (i.e., Big Bird placed on the box). Each novel word was presented in a sentence (e.g., "She's putting Big Bird teek the box"). During the test, infants discriminated an event that maintained the habituation word-relation pairing from one that presented a switch in this pairing. The results indicate that 14-month-olds can learn to form wordrelation associations quickly, requiring only a few minutes of experience with each word-relation pairing.Although word learning is the end result of a number of linguistic, cognitive, and social abilities, infants also can learn novel labels under impoverished conditions, relying on a few or even a single source of information to link a novel word to its referent. For example, infants can use the co-occurrence of a novel word and a referent as the sole source of information for associating the word to an object (Schafer & Plunkett, 1998;Werker, Cohen, Lloyd, Casasola, & Stager, 1998) or an action (Casasola & Cohen, 2000). When cooccurrence is insufficient to specify the referent of a novel word, 16-month-old infants use a speaker's gaze to disambiguate which of two objects is being labeled (Baldwin, 1993). Hence, when it comes to word learning, infants are quite resourceful in finding information to link novel words to their corresponding referents. Thus far, research on early word learning has focused mainly on infants' acquisition of object labels and the range of cues they to use to map a novel word onto an object (e.g., Baldwin & Moses, 2001;Hollich et al., 2000). The question explored in this study is whether infants as young as 14 months can be resourceful in using limited sources of information, and limited exposure to a novel word and an event, to link a novel word to a spatial relation.Rather than relying on the spatial words produced by children (e.g., Choi & Bowerman, 1991;Tomasello, 1987), more recent studies on the acquisition of spatial language have examined infants' and toddlers' comprehension of spatial morphemes. For example, Meints, Plunkett, Harris, and Dimmock (2002) found that 15-month-old infants comprehend on as corresponding to a cat sitting on the center of a table and under as corresponding to the cat sitting under the table. Similarly, Choi, McDonough, Bowerman, and Mandler (1999) found that English-and Korean-learning toddlers of 18 to 23 months comprehend spatial terms according to the semantic pattern of their ambient language. They found that Englishlearning toddlers comprehended in as referring to one object being placed in a containment relation to a second object, whereas Korean-learning toddlers correctly comprehended the Korean morpheme kkita as referring to one object being placed in a tight-fit rel...