This paper develops an analysis of a scalar implicature that is induced by the use of reportative evidentials such as the Cuzco Quechua enclitic = si and the German modal sollen. Reportatives, in addition to specifying the speaker’s source of information for a statement as a report by someone else, also usually convey that the speaker does not have direct evidence for the proposition expressed. While this type of implicature can be calculated using the same kind of Gricean reasoning that (...) underlies other scalar implicatures, it requires two departures from standard assumptions. First, evidential scalar implicatures differ from the more familiar scalar implicatures in that they do not turn on the notion of informativeness but on the notion of evidential strength. Second, the implicature arises on the illocutionary level of meaning. It is argued that a version of Grice’s maxim of quantity in terms of illocutionary strength can account for this evidential scalar implicature as well as for the more typical scalar implicatures. The account developed also proposes some revisions to the taxonomy of speech acts and suggests that the sincerity conditions of assertive speech acts contain an evidential sincerity condition in addition to the belief condition standardly assumed. (shrink)

Coady’s book is probably the single most comprehensive treatment of philosophical questions relating to testimony and as such must be read by anyone interested in the topic. His epistemological conclusions concerning testimony challenge much of the philosophical tradition.

We show in this paper that some expressions indicating source of evidence are part of propositional content and are best analyzed as special kind of epistemic modal. Our evidence comes from the Japanese evidential system. We consider six evidentials in Japanese, showing that they can be embedded in conditionals and under modals and that their properties with respect to modal subordination are similar to those of ordinary modals. We show that these facts are difficult for existing theories of evidentials, which (...) assign evidentials necessarily widest scope, to explain. We then provide an analysis using a logical system designed to account for evidential reasoning; this logic is the first developed system of probabilistic dynamic predicate logic. This analysis is shown to account for the data we provide that is problematic for other theories. (shrink)

How do children acquire the meaning of words? And why are words such as know harder for learners to acquire than words such as dog or jump? We suggest that the chief limiting factor in acquiring the vocabulary of natural languages consists not in overcoming conceptual difficulties with abstract word meanings but rather in mapping these meanings onto their corresponding lexical forms. This opening premise of our position, while controversial, is shared with some prior approaches. The present discussion moves forward (...) from there to a detailed proposal for how the mapping problem for the lexicon is solved, as well as a presentation of experimental findings that support this account. We describe an overlapping series of steps through which novices move in representing the lexical forms and phrase structures of the exposure language, a probabilistic multiple-cue learning process known as syntactic bootstrapping. The machinery is set in motion by word-to-world pairing, a procedure available to novices from the.. (shrink)

Mental-content verbs such as think, believe, imagine and hope seem to pose special problems for the young language learner. One possible explanation for these diYculties is that the concepts that these verbs express are hard to grasp and therefore their acquisition must await relevant conceptual development. According to a diVerent, perhaps complementary, proposal, a major contributor to the diYculty of these items lies with the informational requirements for identifying them from the contexts in which they appear. The experiments reported here (...) explore the implications of these proposals by investigating the contribution of observational and linguistic cues to the acquisition of mental predicate vocabulary. We Wrst demonstrate that particular observed situations can be helpful in prompting reference to mental contents, speciWcally, contexts that include a salient and/or unusual mental state such as a false belief. We then compare the potency of such observational support to the reliability of alternate or concomitant syntactic information (e.g., sentential complementation) in tasks where both children and adults are asked to hypothesize the meaning of novel verbs. The Wndings support the eYcacy of false belief situations for increasing the saliency of mental state descriptions, but also show that.. (shrink)