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  1. Asymmetries in the Acquisition of Numbers and Quantifiers.Felicia Hurewitz, Anna Papafragou & Lila Gleitman - unknown
    Number terms and quantifiers share a range of linguistic (syntactic, semantic, and pragmatic) properties. On the basis of these similarities, one might expect these 2 classes of linguistic expression to pose similar problems to children acquiring language. We report here the results of an experiment that explicitly compared the acquisition of numerical expressions (two, four) and quantificational (some, all) expressions in younger and older 3-year-olds. Each group showed adult-like preferences for “exact” interpretations when evaluating number terms; however they did not (...)
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  • Scalar implicatures: experiments at the semantics–pragmatics interface.A. Papafragou - 2003 - Cognition 86 (3):253-282.
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  • When children are more logical than adults: Experimental investigations of scalar implicature.Ira A. Noveck - 2001 - Cognition 78 (2):165-188.
    A conversational implicature is an inference that consists in attributing to a speaker an implicit meaning that goes beyond the explicit linguistic meaning of an utterance. This paper experimentallyinvestigates scalar implicature, a paradigmatic case of implicature in which a speaker's use of a term like Some indicates that the speaker had reasons not to use a more informative one from the samescale, e.g. All; thus, Some implicates Not all. Pragmatic theorists like Grice would predict that a pragmatic interpretation is determined (...)
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  • The semantics and acquisition of number words: integrating linguistic and developmental perspectives.Julien Musolino - 2004 - Cognition 93 (1):1-41.
    This article brings together two independent lines of research on numerally quantified expressions, e.g. two girls. One stems from work in linguistic theory and asks what truth conditional contributions such expressions make to the utterances in which they are used--in other words, what do numerals mean? The other comes from the study of language development and asks when and how children learn the meaning of such expressions. My goal is to show that when integrated, these two perspectives can both constrain (...)
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  • Structurally-defined alternatives.Roni Katzir - 2007 - Linguistics and Philosophy 30 (6):669-690.
    Scalar implicatures depend on alternatives in order to avoid the symmetry problem. I argue for a structure-sensitive characterization of these alternatives: the alternatives for a structure are all those structures that are at most as complex as the original one. There have been claims in the literature that complexity is irrelevant for implicatures and that the relevant condition is the semantic notion of monotonicity. I provide new data that pose a challenge to the use of monotonicity and that support the (...)
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  • From scalar semantics to implicature : Children's interpretation of aspectuals.Anna Papafragou - unknown
    One of the tasks of language learning is the discovery of the intricate division of labour between the lexical-semantic content of an expression and the pragmatic inferences the expression can be used to convey. Here we investigate experimentally the development of the semantics– pragmatics interface, focusing on Greek-speaking five-year-olds’ interpretation of aspectual expressions such as arxizo (‘ start ’) and degree modifiers such as miso (‘ half ’) and mexri ti mesi (‘ halfway ’). Such expressions are known to give (...)
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  • Hidden units in child language.Stephen Crain, Takuya Goro & Utako Minai - unknown
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