다음 글의 내용과 일치하지 않는 것은? When the children had originally been shown what we think of as an object, like the copper tee, they pointed to an object of the same shape but a different substance, such as a plastic plumbing tee, not to the same substance with a different shape, namely a pile of copper bits. But when they had originally been shown what we think of as a substance, like the hair gel, they pointed to the same substance regardless of its shape, such as three smears of hair gel, and not to the same shape of a different substance, such an identically curved glob of hand cream. So well before children know how the English language distinguishes individual objects from portions of a substance, they distinguish them on their own, and generalize words for them accordingly. Names for solids with a noteworthy shape are taken to apply to objects of that kind; names for nonsolids with an arbitrary shape are taken to apply to substances of that kind.