In this paper I will discuss why (un) marked expressionstypically get an (un)marked interpretation: Horn''sdivision of pragmatic labor. It is argued that it is aconventional fact that we use language this way.This convention will be explained in terms ofthe equilibria of signalling games introduced byLewis (1969), but now in an evolutionary setting. Iwill also relate this signalling game analysis withParikh''s (1991, 2000, 2001) game-theoretical analysis ofsuccessful communication, which in turn is compared withBlutner''s: 2000) bi-directional optimality theory.

Why do we ask questions? Because we want tohave some information. But why this particular kind ofinformation? Because only information of this particularkind is helpful to resolve the decision problemthat the agent faces. In this paper I argue thatquestions are asked because their answers help toresolve the questioner's decision problem, and that thisassumption helps us to interpret interrogativesentences. Interrogative sentences are claimed to have asemantically underspecified meaning and thisunderspecification is resolved by means of the decisionproblem.

In terms of Groenendijk and Stokhofs (1984) formalization of exhaustive interpretation, many conversational implicatures can be accounted for. In this paper we justify and generalize this approach. Our justification proceeds by relating their account via Halpern and Moses (1984) non-monotonic theory of only knowing to the Gricean maxims of Quality and the first sub-maxim of Quantity. The approach of Groenendijk and Stokhof (1984) is generalized such that it can also account for implicatures that are triggered in subclauses not entailed by (...) the whole complex sentence. (shrink)

In terms of Groenendijk and Stokhof’s (1984) formalization of exhaustive interpretation, many conversational implicatures can be accounted for. In this paper we justify and generalize this approach. Our justification proceeds by relating their account via Halpern and Moses’ (1984) non-monotonic theory of ‘only knowing’ to the Gricean maxims of Quality and the first sub-maxim of Quantity. The approach of Groenendijk and Stokhof (1984) is generalized such that it can also account for implicatures that are triggered in subclauses not entailed by (...) the whole complex sentence. (shrink)

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 (...) only after its explicit, logical meaning is incorporated (e.g. whereSome means at least one). The present work aims to developmentally unpack this prediction by showing how younger, albeit competent, reasoners initially treat a relatively weak term logically beforebecoming aware of its pragmatic potential. Three experiments are presented. Experiment 1 presents a modal reasoning scenario offering an exhaustive set of conclusions; critical among these isparticipants' evaluation of a statement expressing Might be x when the context indicates that the stronger Must be x is true. The conversationally-infelicitous Might be x can be understood logically(e.g. as compatible with Must) or pragmatically (as exclusive to must). Results from five-, seven-, and nine-year-olds as well as adults revealed that a) seven-year-olds are the youngest to demonstratemodal competence overall and that; b) seven- and nine-year-olds treat the infelicitous Might logically significantly more often than adults do. Experiment 2 showed how training with the modal taskcan suspend the implicatures for adults. Experiment 3 provides converging evidence of the developmental pragmatic effect with the French existential quantifier Certains (Some). Whilelinguistically-sophisticated children (eight- and ten-year-olds olds) typically treat Certains as compatible with Tous (All), adults are equivocal. These results, which are consistent with unanticipatedfindings in classic developmental papers, reveal a consistent ordering in which representations of weak scalar terms tend to be treated logically by young competent participants and morepragmatically by older ones. This work is also relevant to the treatment of scalar implicatures in the reasoning literature. (shrink)

When we speak, we mean more than we say. In this book Stephen C. Levinson explains some general processes that underlie presumptions in communication.

This paper investigates young children's knowledge of scalar implicatures and downward entailment. In previous experimental work, we have shown that young children access the full range of truth-conditions associated with logical words in classical logic, including the disjunction operator, as well as the indefinite article. The present study extends this research in three ways, taking disjunction as a case study. Experiment 1 draws upon the observation that scalar implicatures (SIs) are cancelled (or reversed) in downward entailing (DE) linguistic environments, e.g., (...) in the scope of negation (Chierchia, 2000). Experiment 2 was designed to determine if scalar implicatures are used by children, like adults, to influence the interpretation of disjunction in non-DE contexts, yielding an implicature of exclusivity for disjunction. Whereas adult controls always rejected assertions of the form A or B in positive (non-DE) contexts in which assertions of the form A and B were also true, many children accepted assertions with disjunction in such contexts. To provide an interpretation to the findings from Experiment 2, a new experimental technique was devised and used in Experiment 3. The new technique presents pairs of assertions to children, who are asked to judge which assertion is a ‘better’ description of the context. The findings from Experiment 3 demonstrated children's awareness that A and B is more informative than A or B in positive contexts, where both statements are true. Taken together, the findings of Experiments 2 and 3 are compatible with the view that some children lack the computational resources to apply scalar implicatures when a single assertion is presented alone (see Reinhart, 1999). (shrink)