There are norms for asking questions. Inquirers should not ask questions to which they know the answer. The literature on the norms of asking has focused on such speaker-centered norms. But, as I argue, there are addressee-centered norms as well: inquirers should not ask addressees who fall short of a certain epistemic status. That epistemic status, I argue here, is knowledge.

Questions embedded under responsive predicates and definite descriptions both give rise to a variety of phenomena which can be grouped under the term plurality effects: quantificational variability, cumulativity, and homogeneity effects. This similarity has not gone unnoticed, and many proposals have taken inspiration in theories of definite plurals to account for these effects with embedded questions. Recently these phenomena have received less attention, as the field has focused on the so-called intermediate exhaustive reading of embedded questions instead, after Spector called (...) into question the traditional dichotomy between weak and strong exhaustive readings. As a result, the intermediate exhaustive reading has been accounted for at the expense of empirical coverage in other areas. In this paper, I propose a modular theory which derives the currently much discussed exhaustive readings without giving up the rich semantics necessary to account for plurality effects. My account of quantificational variability, cumulativity, and homogeneity effects builds on recent work on these phenomena in the nominal domain by adopting a categorial approach to embedded questions, while the strong and intermediate exhaustive readings are implemented using an independent strengthening mechanism suggested in Klinedinst and Rothschild :1–23, 2011). The resulting theory not only recovers important results on plurality effects; it offers new, simple solutions for some puzzles presented in George :166–177, 2013) and Paillé and Schwarz Proceedings of WCCFL 36, vol 36, Cascadilla Proceedings Project, Somerville, 2018), naturally derives readings that had been postulated in previous literature, makes correct predictions in many unexplored cases, and is compatible with recent results in psycholinguistics. In the last sections I justify my assumptions and show how possible limitations I inherit from the theories I build on can be accommodated under standard assumptions. (shrink)

Orthodoxy has it that knowledge is absolute—that is, it cannot come in degrees. On the other hand, there seems to be strong evidence for the gradability of know-how. Ascriptions of know-how are gradable, as when we say that one knows in part how to do something, or that one knows how to do something better than somebody else. When coupled with absolutism, the gradability of ascriptions of know-how can be used to mount a powerful argument against intellectualism about know-how—the view (...) that know-how is a species of propositional knowledge. This essay defends intellectualism from the argument of gradability. It is argued that the gradability of ascriptions of know-how should be discounted as a rather superficial linguistic phenomenon, one that can be explained in a way compatible with the absoluteness of the state reported. (shrink)

The current literature on norms of inquiry features two families of norms: norms that focus on an inquirer’s ignorance and norms that focus on the question’s soundness. I argue that, given a factive conception of ignorance, it’s possible to derive a soundness-style norm from a version of the ignorance norm. A crucial lemma in the argument is that just as one can only be ignorant of a proposition if the proposition is true, so one can only be ignorant with respect (...) to a question if the question is sound. (shrink)

We consider a puzzle in the question semantics literature. The puzzle concerns data when 'know' embeds interrogative complements. For the exhaustive strength in the literature known as intermediately exhaustive, first person ascriptions don't seem to exist, but third person do. By arguing against the only solution in the literature, we suggest that the puzzle is more interesting than previously thought. We provide a compositional semantics for 'know' where the interpretation of 'know' is relativized to an information state. The proposed semantics, (...) we think, is compatible with relativism and nonindexical contextualism, but we opt for relativism for its relative ease in capturing disagreement data we provide. (shrink)

In most cases, a wh-question calls for an answer that names an entity in the set denoted by the extension of the wh-complement. However, evidence from questions with necessity modals and questions with collective predicates argues that sometimes a wh-question must be interpreted with a higher-order reading, in which this question calls for an answer that names a generalized quantifier. This paper investigates the distribution and compositional derivation of higher-order readings of wh-questions. First, I argue that the generalized quantifiers that (...) can serve as semantic answers to wh-questions must be homogeneously positive. Next, on the distribution of higher-order readings, I observe that questions in which the wh-complement is singular-marked or numeral-modified can be answered by elided disjunctions but not by conjunctions. I further present two ways to account for this disjunction–conjunction asymmetry. In the uniform account, these questions admit disjunctions because disjunctions may satisfy the atomicity requirement of singular-marking and the cardinality requirement of numeral modification. In the reconstruction account, the wh-complement is syntactically reconstructed, which gives rise to local uniqueness and yields a contradiction for conjunctive answers. (shrink)

According to a prominent account of knowledge-how, knowledge-how is a species of propositional knowledge. A related view has it that to know how to perform an action is for it to seem to one that a way to perform that action is in fact a way to do so. According to a further view, knowledge-how is a species of objectual knowledge. Each of these intellectualist views has significant virtues including, notably, the ability to account for the seemingly epistemic dimensions of (...) knowledge-how. However, while intellectualist views can account for the seemingly epistemic dimensions of knowledge-how, such views have difficulty accounting for the practical dimensions of knowledge-how. The objection I level against existing intellectualist views here seizes on this deficiency. I argue that, in virtue of the practical dimensions of knowledge-how, propositional knowledge under a practical mode of presentation is not sufficient for knowledge-how. Even when the sufficiency conditions for knowledge-how set out by extant intellectualist views are met, one may fail to know how to perform an action in virtue of a disposition to act on a false belief about a way for one to perform that action. Thus, whereas critics of intellectualist views often allege that such views place overly demanding conditions on knowledge-how, the objection developed here suggests that existing intellectualist views place insufficiently demanding conditions on knowledge-how. (shrink)

For sentences such as (1), "Columbus knows that the sea is unpredictable", there is a face-value theory, according to which ‘that’-clauses are singular terms denoting propositions. Famously, Prior raised an objection to the theory, but defenders of the face-value theory such as Forbes, King, Künne, Pietroski and Stanley urged that the objection could be met by maintaining that in (1) ‘to know’ designates a complex relation along the lines of being in a state of knowledge having as content. Is the (...) theory safe, then? The aim of this paper is to show that a new problem for the theory arises if we consider attributions of skills, knacks, propensities and abilities. (shrink)

According to Intellectualism knowing how to V is a matter of knowing a suitable proposition about a way of V-ing. In this paper, I consider the question of which ways of acting might figure in the propositions which Intellectualists claim constitute the object of knowledge-how. I argue that Intellectualists face a version of the Generality Problem – familiar from discussions of Reliabilism – since not all ways of V-ing are such that knowledge about them suffices for knowledge-how. I consider various (...) responses to this problem, and argue that none are satisfactory. (shrink)

Emotive-factive predicates, such as surprise or be happy, are a source of empirical and theoretical puzzles in the literature on embedded questions. Although they embed wh-questions, they seem not to embed whether-questions. They have complex interactions with negative polarity items such as any or even, and they have been argued to preferentially give rise to weakly exhaustive readings with embedded questions. We offer an empirical overview of the situation in three experiments collecting acceptability judgments, monotonicity judgments, and truth-value judgments. The (...) results straightforwardly confirm the special selectional properties of emotive-factive predicates. More interestingly, they reveal the existence of strongly exhaustive readings for surprise. The results also suggest that the special properties of emotive-factives cannot be solely explained by their monotonicity profiles, because they were not found to differ from the profiles of other responsive predicates. (shrink)

Yablo gives us an account of subject-matter - a characterization of what declarative sentences are about. I argue that this account can be seen as a way of adjusting Frege’s theory of meaning, so as it no longer carries the implausible commitment that declarative sentences refer to their truth-values. I also point out that Yablo’s approach faces an unpleasant choice: give up a uniform compositional semantics for interrogative sentences or abandon the idea that ordinary characterizations of subject matter are literally (...) and unambiguously true. (shrink)

This squib attempts to constrain semantic theories of agree wh constructions by broadening the data set and collecting naive speakers’ intuitions. Overall, our data suggest relatively permissive truth-conditions for these constructions. They also suggest a previously undiscussed presupposition for agree wh and also indicate that agree wh is not straightforwardly reducible to agree that. Although some accounts suggest differences in truth conditions among different asymmetrical agree with constructions and symmetrical agree constructions, we do not find any indication of such truth-conditional (...) distinctions. In the course of our exploration of the data, we offer a new approach to distinguishing between truth, falsity and presuppositional failure. (shrink)

Burge famously argued that one can have thoughts involving a concept C even if one’s understanding of C is incomplete. Even though this view has been extremely influential, it has also been taken by critics as less than clear. The aim of this paper is to show that the cases imagined by Burge as being ones in which incomplete understanding of concepts is involved can be made clearer given an account of direct concept ascriptions—such as “Peter has the concept of (...) arthritis”—according to which these ascriptions are to be analysed in terms of ascriptions of the knowledge of what something is. The upshot is that the cases imagined by Burge can be explained is terms of the idea of subjects knowing in part what something is. (shrink)