According to the alternative semantics for focus, the semantic reflec of intonational focus is a second semantic value, which in the case of a sentence is a set of propositions. We examine a range of semantic and pragmatic applications of the theory, and extract a unitary principle specifying how the focus semantic value interacts with semantic and pragmatic processes. A strong version of the theory has the effect of making lexical or construction-specific stipulation of a focus-related effect in association-with-focus constructions (...) impossible. Furthermore, while focus has a uniform import, the sources of meaning differences in association with focus are various. (shrink)

This book offers a unique synthesis of past and current work on the structure, meaning, and use of negation and negative expressions, a topic that has engaged thinkers from Aristotle and the Buddha to Freud and Chomsky. Horn's masterful study melds a review of scholarship in philosophy, psychology, and linguistics with original research, providing a full picture of negation in natural language and thought; this new edition adds a comprehensive preface and bibliography, surveying research since the book's original publication.

This new work provides an approachable introduction to the complex system that Making It Explicit mapped out.

Positive polarity items (PPIs) are generally thought to have the boring property that they cannot scope below negation. The starting point of the paper is the observation that their distribution is significantly more complex; specifically, someone/something-type PPIs share properties with negative polarity items (NPIs). First, these PPIs are disallowed in the same environments that license yet type NPIs; second, adding any NPI-licenser rescues the illegitimate constellation. This leads to the conclusion that these PPIs have the combined properties of yet-type and (...) ever-type NPIs: what appears to be a prohibition is nothing but “halfway licensing”. The paper goes on to propose a unification of the analyses of rescuable PPIs, NPIs, and negative concord, and questions the grounding of polarity sensitivity in the scalar or the referential semantics of the items involved. (shrink)

We think this is Chomsky's view, and also the view he finds in certain historical figures who participated in debates about innate ideas. Chomsky's contribution to the traditional debate lies in (i) his articulation and defense of a detailed nativist program in linguistics, showing _how_ experience plays only a restricted role in a broadly rationalist account of the acquisition of linguistic knowledge, and (ii) the framework this program suggests, given its empirical success, for the more general study of human cognition. (...) Linguistics -- where this includes not just the study of expressions and their properties, but also related work in psycholinguistics -- provides a case study of how to investigate _which aspects of_ human thought are due largely to human nature. Earlier chapters have addressed (i). We'll try to give the flavor of (ii) by discussing some historically important examples, and then by reviewing some recent discoveries, inspired by the Chomskian approach to human psychology, about the properties of linguistic expressions that have a direct bearing on logical reasoning. . (shrink)

Nativists inspired by Chomsky are apt to provide arguments with the following general form: languages exhibit interesting generalizations that are not suggested by casual (or even intensive) examination of what people actually say; correspondingly, adults (i.e., just about anyone above the age of four) know much more about language than they could plausibly have learned on the basis of their experience; so absent an alternative account of the relevant generalizations and speakers' (tacit) knowledge of them, one should conclude that there (...) are substantive "universal" principles of human grammar and, as a result of human biology, children can only acquire languages that conform to these principles. According to Pullum and Scholz, linguists need not suppose that children are innately endowed with "specific contingent facts about natural languages." But Pullum and Scholz don't consider the kinds of facts that really impress nativists. Nor do they offer any plausible acquisition scenarios that would culminate in the acquisition of languages that exhibit the kinds of rich and interrelated generalizations that are exhibited by natural languages. As we stress, good poverty-of-stimulus arguments are based on specific principles - - confirmed by drawing on (negative and crosslinguistic) data unavailable to children -- that help explain a range of independently established linguistic phenomena. If subsequent psycholinguistic experiments show that very young children already know such principles, that strengthens the case for nativism; and if further investigation shows that children sometimes "try out" constructions that are unattested in the local language, but only if such constructions are attested in other human languages, then the case for nativism is made stronger still. We illustrate these points by considering an apparently disparate -- but upon closer inspection, interestingly related -- cluster of phenomena involving: negative polarity items, the interpretation of 'or', binding theory, and displays of Romance and Germanic constructions in child- English.. (shrink)

This book, originally published in 1978 by Charles E. Merrill Publishing Co., provides a comprehensive treatment of topics generally covered in introductory courses in logic. It covers language uses, definition, informal fallacies, scientific method, categorical logic, sentential logic, and quantification, and also provides additional student aids including concise chapter outlines.

In this important book, Drew Khlentzos explains the antirealist argument from a realist perspective. He defends naturalistic realism against the antirealist challenge, and he considers the consequences of his defense for our understanding of realism and truth. Khlentzos argues that the naturalistic realist view that the world exists independently of the mind must take into consideration what he calls the representation problem: if the naturalistic realist view is true, how can mental representation of the world be explained?He examines this major (...) antirealist challenge in detail and shows that many realists have dismissed it because they have not understood its nature. He sees it as a philosophical puzzle: the antirealist challenge, if sound, does not prove that there are no objects that exist independently of the mind, but that there is no rational basis for thinking that there are; we have good reason to believe in the naturalistic view, but we have no way of knowing how it could be true. Khlentzos surveys the antirealist arguments of Michael Dummett, Hilary Putnam, and Crispin Wright and suggests a realist answer. He argues for a radically nonepistemic conception of truth, and against pragmatist, intuitionist, verificationist, and pluralist alternatives. He examines and rejects some current versions of physicalism and functionalism, and offers an original version of the correspondence theory of truth. (shrink)

A collection of all but two of the author's philosophical essays and lectures originally published or presented before August 1976.

This self-contained introduction to natural language semantics addresses the majortheoretical questions in the field. The authors introduce the systematic study of linguistic meaningthrough a sequence of formal tools and their linguistic applications. Starting with propositionalconnectives and truth conditions, the book moves to quantification and binding, intensionality andtense, and so on. To set their approach in a broader perspective, the authors also explore theinteraction of meaning with context and use (the semantics-pragmatics interface) and address some ofthe foundational questions, especially in connection (...) with cognition in general. They also introducea few of the most accessible and interesting ideas from recent research to give the reader a bit ofthe flavor of current work in semantics. The organization of this new edition is modular; after theintroductory chapters, the remaining material can be covered in flexible order. The book presupposesno background in formal logic (an appendix introduces the basic notions of set theory) and only aminimal acquaintance with linguistics. This edition includes a substantial amount of completely newmaterial and has been not only updated but redesigned throughout to enhance itsuser-friendliness. (shrink)

McCawley supplements his earlier book—which covers such topics as presuppositional logic, the logic of mass terms and nonstandard quantifiers, and fuzzy logic—with new material on the logic of conditional sentences, linguistic applications of type theory, Anil Gupta's work on principles of identity, and the generalized quantifier approach to the logical properties of determiners.

Language and Problems of Knowledge is sixteenth in the series Current Studies in Linguistics, edited by Jay Keyser.

In just a few years, children achieve a stable state of linguistic competence, making them effectively adults with respect to: understanding novel sentences, discerning relations of paraphrase and entailment, acceptability judgments, etc. One familiar account of the language acquisition process treats it as an induction problem of the sort that arises in any domain where the knowledge achieved is logically underdetermined by experience. This view highlights the cues that are available in the input to children, as well as childrens skills (...) in extracting relevant information and forming generalizations on the basis of the data they receive. Nativists, on the other hand, contend that language-learners project beyond their experience in ways that the input does not even suggest. Instead of viewing language acqusition as a special case of theory induction, nativists posit a Universal Grammar, with innately specified linguistic principles of grammar formation. The nature versus nurture debate continues, as various poverty of stimulus arguments are challenged or supported by developments in linguistic theory and by findings from psycholinguistic investigations of child language. In light of some recent challenges to nativism, we rehearse old poverty-of stimulus arguments, and supplement them by drawing on more recent work in linguistic theory and studies of child language. (shrink)

" This is a key book for understanding the effort that a major philosopher has made a large part of his life's work: to naturalize epistemology in the twentieth ...

_In the normal course of events, children manifest linguistic competence equivalent to that of adults in just a few years. Children can produce and understand novel sentences, they can judge that certain strings of words are true or false, and so on. Yet experience appears to dramatically underdetermine the com- petence children so rapidly achieve, even given optimistic assumptions about children’s nonlinguistic capacities to extract information and form generalizations on the basis of statistical regularities in the input. These considerations underlie (...) various (more specific) poverty of stimulus arguments for the innate specification of linguistic principles. But in our view, certain features of nativist arguments have not yet been fully appreciated. We focus here on three (related) kinds of poverty of stimulus argument, each of which has been supported by the findings of psycholinguistic investigations of child language. (shrink)

This chapter presents detailed empirical work on several aspects of children's linguistic performance, focusing in particular on evidence that even two-year-old children understand that the meanings of determiners are ‘conservative’, that the meaning of natural language disjunction is ‘inclusive–or’, and that the structural notion of ‘c-command’ governs a range of linguistic phenomena. This and other works are used to defend three related versions of the argument from the poverty of the stimulus, each of which strongly supports the existence of an (...) innate language faculty. (shrink)

Here's one way this chapter could go. After defining the terms 'innate' and 'idea', we say whether Chomsky thinks any ideas are innate -- and if so, which ones. Unfortunately, we don't have any theoretically interesting definitions to offer; and, so far as we know, Chomsky has never said that any ideas are innate. Since saying that would make for a very short chapter, we propose to do something else. Our aim is to locate Chomsky, as he locates himself, in (...) a rationalist tradition where talk of innate ideas has often been used to express the following view: the general character of human thought is due largely to human nature. (shrink)