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  1. A Natural History of Negation.Laurence R. Horn - 1989 - University of Chicago Press.
    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.
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  • Logic and conversation.Herbert Paul Grice - 1989 - In Studies in the way of words. Cambridge: Harvard University Press. pp. 41-58.
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  • Restrictions on Quantifier Domains.Kai von Fintel - 1994 - Dissertation, University of Massachusetts at Amherst
    This dissertation investigates the ways in which natural language restricts the domains of quantifiers. Adverbs of quantification are analyzed as quantifying over situations. The domain of quantifiers is pragmatically constrained: apparent processes of "semantic partition" are treated as pragmatic epiphenomena. The introductory Chapter 1 sketches some of the background of work on natural language quantification and begins the analysis of adverbial quantification over situations. Chapter 2 develops the central picture of "semantic partition" as a side-effect of pragmatic processes of anaphora (...)
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  • Inquiries Into Truth And Interpretation.Donald Davidson - 1984 - Oxford, GB: Oxford University Press.
    Now in a new edition, this volume updates Davidson's exceptional Inquiries into Truth and Interpretation (1984), which set out his enormously influential philosophy of language. The original volume remains a central point of reference, and a focus of controversy, with its impact extending into linguistic theory, philosophy of mind, and epistemology. Addressing a central question--what it is for words to mean what they do--and featuring a previously uncollected, additional essay, this work will appeal to a wide audience of philosophers, linguists, (...)
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  • Logic and Conversation.H. P. Grice - 1975 - In Donald Davidson (ed.), The logic of grammar. Encino, Calif.: Dickenson Pub. Co.. pp. 64-75.
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  • On the Semantics of Questions and the Pragmatics of Answers.Jeroen Groenendijk & Martin Stokhof - 1984 - In Fred Landman & Frank Veltman (eds.), Varieties of Formal Semantics: Proceedings of the Fourth Amsterdam Colloquium. Foris. pp. 143--170.
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  • A Natural History of Negation.Laurence R. Horn - 1989 - Philosophy and Rhetoric 24 (2):164-168.
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  • An essay on metaphysics.Robin George Collingwood - 1972 - New York: Oxford University Press. Edited by Rex Martin.
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  • The kindergarten-path effect: studying on-line sentence processing in young children.John C. Trueswell, Irina Sekerina, Nicole M. Hill & Marian L. Logrip - 1999 - Cognition 73 (2):89-134.
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  • A Natural History of Negation.Jon Barwise & Laurence R. Horn - 1991 - Journal of Symbolic Logic 56 (3):1103.
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  • Semantic restrictions on children's passives.Michael Maratsos, Dana Ec Fox, Judith A. Becker & Mary Anne Chalkley - 1985 - Cognition 19 (2):167-191.
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  • Children's command of quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  • Questions in montague english.Charles L. Hamblin - 1973 - Foundations of Language 10 (1):41-53.
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  • Sentence matching and overgeneration.Stephen Crain & Janet Dean Fodor - 1987 - Cognition 26 (2):123-169.
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  • An Essay on Metaphysics.C. J. Ducasse - 1941 - Philosophical Review 50 (6):639.
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  • Navigating negative quantificational space.Stephen Crain & Rosalind Thornton - unknown
    This paper reports the findings from an interconnected set of experiments designed to assess children’s knowledge of the semantic interactions between negation and quantified NPs. Our main finding is that young children, unlike adults, systematically interpret these elements on the basis of their position in overt syntax. We argue that this observation can be derived from an interplay between fundamental properties of universal grammar and basic learning principles. We show that even when children’s semantic knowledge appears to differ from that (...)
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