The Japanese comparative adverb motto has two different uses. In the degree use, motto compares two individuals and denotes that there is a large gap between the target and a given standard with a norm-related presupposition. On the other hand, in the so-called ‘negative use’ it conveys the speaker’s attitude toward the utterance situation. I argue that similarly to the degree motto, the negative motto is a comparative morpheme, but unlike the degree motto it compares a current situation and an (...) expected situation at the level of conventional implicature /expressive. I argue that the speaker’s negative evaluation of the utterance situation in question comes from the large gap between the expected degree and the current degree. The theoretical implications of this paper are that there is a natural extension from semantic comparison to expressive comparison and that there is a type in natural language that can be called an ‘indirect expressive’, as opposed to ‘direct expressives’ like bastard and man. (shrink)

This article studies a type of comparative in Mandarin Chinese, which has rarely been discussed in the literature (Cheng 1966). I refer to them as Differential Verbal Comparatives (DVCs). I show that DVCs, unlike Chinese adjectival and adverbial comparatives, allow differentials that are definite DPs, for example, Jane Eyre he Pride and Prejudice ‘Jane Eyre and Pride and Prejudice’. Based on this fact and other empirical differences between DVCs and adjectival/adverbial comparatives in Mandarin Chinese, I motivate and develop a mapping-based (...) semantic analysis of DVCs and argue that this analysis fares better than a degree-based analysis. (shrink)

We present a set of experiments investigating how English- and Japanese-speaking children interpret Measure Phrase comparatives. We show that despite overt cues to the comparative interpretation, children representing both languages diverge from their adult counterparts in that they access a non-adult-like ‘absolute measurement’ interpretation. We propose to account for their response pattern by appealing to proposals by Svenonius and Kennedy and Sawada and Grano that Meas in the head of the DegP, which houses the differential, selects for an absolute minimal (...) value: zero. We argue that young children appeal to this absolute zero minimum in lieu of the correct derived standard, and must learn to override this value by appealing to the context to set the standard of comparison when interpretation requires them to do so. (shrink)