This paper argues that objects being present in the external situation ground the linguistic meaning. Furthermore, it will show that the nature of objects can change not only linguistic but also gestural behavior. Instead of simply excluding materialistic factors, it therefore suggests a careful inclusion of object knowledge into experimental conditions. It also argues that we have to calculate the risk of eliminating important components for children’s reasoning, when this method is adapted for studies on children’s language development. Children are good learners because they are biased towards certain solutions (Dabrowska 2005). For this reason, it seems to be problematic to create novel or abstract situations in which children cannot draw from their nonlinguistic experiences.