Propositional attitude verbs, such as think and want, have long held interest for both theoretical linguists and language acquisitionists because their syntactic, semantic, and pragmatic properties display complex interactions that have proven difficult to fully capture from either perspective. This paper explores the granularity with which these verbs’ semantic and pragmatic properties are recoverable from their syntactic distributions, using three behavioral experiments aimed at explicitly quantifying the relationship between these two sets of properties. Experiment 1 gathers a measure of 30 (...) propositional attitude verbs’ syntactic distributions using an acceptability judgment task. Experiments 2a and 2b gather measures of semantic similarity between those same verbs using a generalized semantic discrimination task and an ordinal scale task, respectively. Two kinds of analyses are conducted on the data from these experiments. The first compares both the acceptability judgments and the semantic similarity judgments to previous classifications derived from the syntax and semantics literature. The second kind compares the acceptability judgments to the semantic similarity judgments directly. Through these comparisons, we show that there is quite fine-grained information about propositional attitude verbs’ semantics carried in their syntactic distributions—whether one considers the sorts of discrete qualitative classifications that linguists traditionally work with or the sorts of continuous quantitative classifications that can be derived experimentally. (shrink)

Ruba and Repacholi review an important debate in the emotion development literature: whether infants can perceive and understand facial configurations as instances of discrete emotion catego...

How do children learn the meanings of propositional attitude verbs? We argue that children use information contained in both syntactic distribution and pragmatic function to zero in on the appropriate meanings. Specifically, we identify a potentially universal link between semantic subclasses of attitude verbs, their syntactic distribution and the kinds of indirect speech acts they can be used to perform. As a result, children can use the syntax as evidence about the meaning, which in turn constrains the kinds of pragmatic (...) enrichments they do and do not make in understanding these verbs in conversation. (shrink)

Cognitive Science, Volume 46, Issue 1, January 2022.

Lidz also ponders the theory of syntactic bootstrapping by asking why it is that learners are considered to retain little of extralinguistic environments (i.e., their observations) during word learning, while being able to retain detailed representations of linguistic context, for example, the multiple syntactic frames in which a verb appears. Lidz argues that learners value syntactic information over extralinguistic context from the beginning of learning, consistent with syntactic bootstrapping as a key device for verb learning.

Children have difficulty comprehending novel verbs in the double object dative as compared to the prepositional dative. We explored this pattern with 3 and 4 year olds. In Experiment 1, we replicated the documented difficulty with the double object frame, even though we provided more contextual support. In Experiment 2, we tested a novel hypothesis that children would comprehend novel verbs in, and generalize them to, the double object frame if they were first familiarized to the verbs in the prepositional (...) frame. They did, suggesting that part of their difficulty with the double object frame is due to uncertainty about a new verb's semantic/syntactic properties, information that the easy-to-comprehend prepositional frame provides. The benefits of training were short-lived, however; children again struggled after a 2-h delay. The results are discussed in the context of mechanisms underlying verb acquisition. (shrink)

Gleitman and Trueswell’s “The easy words” forms a pair with their earlier paper, “Hard words,” completing a circle in which the authors ask how “easy” words (e.g., concrete nouns) are learned. They take up the hypothesis of “cross‐situational learning,” and argue that accumulating observations actually hinders learning if the mechanism requires holding all exemplars in memory over time. They present an alternative hypothesis, “Propose but Verify,” wherein people use one‐trial learning to confirm or disconfirm their current hypothesis—a mechanism distinctly different (...) from cross‐situational learning. (shrink)