This study examines an alternative theory to the whole-object interpretation when exposed to a new word, in which infants possess several distinct conceptual categories and can use syntactic cues to define the conceptual category that a new word belongs to. The results demonstrate that children can use such cues to acquire names for kinds of individuals that are not whole objects, yet they are less able to do so than adults. One basic finding in the study of word learning is that children tend to construe a word describing an object as referring to the kind of whole object, rather than to a part of the object, one of its properties, or the substance it is made of. This has been taken as evidence that there exist certain special constraints on word meaning that guide children to favor the kind-of-object interpretation when exposed to a new word. There are descriptive problems with this proposal, however, as it cannot explain how children learn other kinds of words, such as names for specific people, substances, parts, events, collections, and periods of time. These problems motivate an alternative theory in which young children possess several distinct conceptual categories - including "individual", which is more abstract than "whole object" - and can use syntactic cues to determine the conceptual category that a new word belongs to. This theory is explored in two experiments in which we attempt to use syntactic cues to teach children and adults novel collective nouns - words that refer to groups of objects. The results indicate that children can use such cues to learn names for kinds of individuals that are not whole objects, although they are less able to do so than adults. Candidate explanations for why this developmental difference exists are discussed and implications are drawn for theories of word learning and conceptual representation