Infants at 1;2 demonstrate difficulty in accessing subtle phonetic information about newly learned word-object pairings (Stager & Werker, 1997). In this study, we examined whether or not infants can access subtle prosodic information such as lexical stress in a word learning task. We tested infants younger than 1;2 to see if they could learn two new word-object associations that differ only in stress pattern (Sww versus wSw). Our results are the first to demonstrate that, even without contextual support, infants at 1;0 succeed at this task, suggesting that the salient acoustic properties associated with lexical stress facilitate word-object associative learning.