1,327
Views
3
CrossRef citations to date
0
Altmetric
Research Article

A Collective-Distributive Pragmatic Scale and the Developing Lexicon

, &

References

  • Brooks, P. J., & Braine, M. D. S. (1996). What do children know about the universal quantifiers all and each? Cognition, 60(3), 235–268. https://doi.org/10.1016/0010-0277(96)00712-3
  • Brooks, P. J., Jia, X., Braine, M. D. S., & Dias, M. D. G. (1998). A cross-linguistic study of children’s comprehension of universal quantifiers: A comparison of Mandarin Chinese, Portuguese and English. First Language, 18(1(52)), 33–79. https://doi.org/10.1177/014272379801805202
  • Carlson, G. (1977). Reference to kinds in English [PhD Doctoral Dissertation]. MIT.
  • Chierchia, G., Crain, S., Guasti, M. T., & Thornton, R. (1998). “Some” and “Or”: A study on the emergence of logical form. Proceedings of the Annual Boston University Conference on Language Development, 22(1), 97–108.
  • Chomsky, N. (1995). The minimalist program. Massachusetts Institute of Technology.
  • Crain, S., & McKee, C. (1985). The acquisition of structural restrictions on anaphora [Paper presented]. The NELS 15. Amherst: University of Massachusetts.
  • de Koster, A., Dotlačil, J., & Spenader, J. (2017). Children’s understanding of distributivity and adjectives of comparison [Paper presented]. The 41st annual Boston University conference on language development. Boston University/
  • de Koster, A., Spenader, J., & Hendriks, P. (2018). Are children’s overly distributive interpretations and spreading errors related? [Paper presented] The 42nd annual Boston University conference on language development. Boston University.
  • Dotlačil, J. (2010). Anaphora and distributivity: A study of same, different, reciprocals and others [PhD doctoral dissertation]. Utrecht Institute for Linguistics, OTS, LOT Series.
  • Dowty, D. (1987). Collective predicates, distributive predicates, and all. The proceedings of eastern states conference on linguistics (pp. 97–115). The Ohio State University.
  • Dunn, L. M., Lugo, D. E., Padilla, E. R., & Dunn, L. M. (1986). Test de Vocabulario en Imágenes Peabody [Peabody picture vocabulary test]. American Guidance Services.
  • Feeney, A., Scrafton, S., Duckworth, A., & Handley, S. (2004). The story of some: Everyday pragmatic inference by children and adults. Canadian Journal of Experimental Psychology, 58(2), 121–132. https://doi.org/10.1037/h0085792
  • Grice, P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics 3: Speech acts (pp. 41–58). Academic Press.
  • Grinstead, J., Opfer, J., & Nieves-Rivera, M. (2020). Number and language: Lexical mediation [Paper presented]. The OSU language acquisition discussion group. The Ohio State University.
  • Grinstead, J., Padilla-Reyes, R., & Flores-Avalos, B. (2019). Inhibition, general lexical development and the quantity implicature in child Spanish [Poster presented]. The Boston University conference on language development. Boston University.
  • Gualmini, A., Hulsey, S., Hacquard, V., & Fox, D. (2008). The question-answer requirement for scope assignment. Natural Language Semantics, 16, 205–237. https://doi.org/10.1007/s11050-008-9029-z
  • Guasti, M. T., Chierchia, G., Crain, S., Foppolo, F., Gualmini, A., & Meroni, L. (2005). Why children and adults sometimes (but Not Always) compute implicatures. Language and Cognitive Processes, 20(5), 667–696. https://doi.org/10.1080/01690960444000250
  • Gutierrez-Rexach, J. (2001). The semantics of Spanish plural existential determiners and the dynamics of judgment types. Probus, 13(1), 113–154. https://doi.org/10.1515/prbs.13.1.113
  • Hanlon, C. (1986). Acquisition of set-relational quantifiers in early childhood. Genetic, Social, and General Psychology Monographs, 113(2), 213–264.
  • Hayes, A. (2018). Introduction to mediation, moderation and conditional process analysis. A regression-based approach. Guilford Press.
  • Horn, L. (1972). On the semantic properties of logical operators in English [Doctoral Dissertation]. UCLA.
  • Horn, L. (1989). A natural history of negation. University of Chicago Press.
  • Huang, Y. T., & Snedeker, J. (2009). Online interpretation of scalar quantifiers: Insight into the semantics-pragmatics interface. Cognitive Psychology, 58(3), 376–415. https://doi.org/10.1016/j.cogpsych.2008.09.001
  • Huang, Y. T., & Snedeker, J. (2018). Some inferences still take time: Prosody, predictability, and the speed of scalar implicatures. Cognitive Psychology, 102(May), 105–126. https://doi.org/10.1016/j.cogpsych.2018.01.004
  • Katsos, N., & Bishop, D. V. M. (2011). Pragmatic tolerance: Implications for the acquisition of informativeness and implicature. Cognition, 120(1), 67–81. https://doi.org/10.1016/j.cognition.2011.02.015
  • Kennedy, C., & Syrett, K. (2018). Numerals denote degree quantifiers: Evidence from child language [Manuscript]. University of Chicago and Rutgers University.
  • Landman, F. (1989). Groups, I. Linguistics and Philosophy, 12(5), 559–605. https://doi.org/10.1007/BF00627774
  • Lidz, J. (2016). Quantification and scope in child language. In J. Lidz, W. Snyder, & J. Pater (Eds.), Oxford handbook of developmental linguistics (pp. 498–519). Oxford University Press.
  • Link, G. (1983). The logical analysis of plurals and mass terms: A lattice-theoretic approach. In P. Portner & B. H. Partee (Eds.), Formal semantics - the essential readings (pp. 127–147). Blackwell.
  • May, R. (1985). Logical form: Its structure and derivation. Cambridge, MA: MIT Press.
  • Miller, K., Schmitt, C., Chang, -H.-H., & Munn, A. (2005). Young children understand some implicatures [Paper presented]. The proceedings of the Annual Boston University conference on language development. Boston University.
  • Moltmann, F. (1997). Parts and wholes in semantics. Oxford University Press.
  • Musolino, J. (1998). Universal grammar and the acquisition of semantic knowledge [PhD Doctoral Dissertation]. University of Maryland.
  • Musolino, J. (2009). The logical syntax of number words: Theory, acquisition and processing. Cognition, 111(1), 24–25. https://doi.org/10.1016/j.cognition.2008.12.008
  • Negen, J., & Sarnecka, B. (2012). Number-concept acquisition and general vocabulary development. Child Development, 83(6), 2019–2027. https://doi.org/10.1111/j.1467-8624.2012.01815.x
  • Nieves-Rivera, M., & Grinstead, J. (2019). Integrating numerical knowledge in the exact interpretation of numeral quantifiers [Paper presented]. The hispanic linguistics symposium, University of Texas, El Paso.
  • Noveck, I. A. (2001). When children are more logical than adults: Experimental investigations of scalar implicature. Cognition, 78(2), 165–188. https://doi.org/10.1016/S0010-0277(00)00114-1
  • Padilla-Reyes, R. (2018). Connections among scales, plurality and intensionality in Spanish [Ph.D. Doctoral Dissertation]. The Ohio State University.
  • Pagliarini, E., Fiorin, G., & Dotlačil, J. (2012). The acquisition of distributivity in pluralities.  Paper presented at the Proceedings of the Annual Boston University Conference on Language Development, Boston University.
  • Papafragou, A., & Musolino, J. (2003). Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86(3), 253–282. https://doi.org/10.1016/S0010-0277(02)00179-8
  • Papafragou, A., & Tantalou, N. (2004). Children’s computation of implicatures. Language Acquisition, 12(1), 71–82. https://doi.org/10.1207/s15327817la1201_3
  • Pouscoulous, N., Noveck, I., Politzer, G., & Bastide, A. (2017). A developmental investigation of processing costs in implicature production. Language Acquisition, 14(4), 347–375. https://doi.org/10.1080/10489220701600457
  • Pratt, A., Grinstead, J., Leon, N., & Padilla-Reyes, R. (2018). Generation of scalar implicatures in Spanish-speaking adults and children: The role of the question under discussion. Signos Lingüísticos, 14(28), 64–86.
  • Preacher, K. J., & Hayes, A. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (pp. 13–54). Sage.
  • Rangel, E., Romero, S., & Gómez, M. (1988). Batería de evaluación de la lengua española para niños de 3 a 11 años: Manual de aplicación, calificación e interpretación. Mexico City: Secretaría de Educación Pública, Dirección General de Educación Especial.
  • Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(September), 354–373. https://doi.org/10.1037/a0029315
  • Roberts, C. (1987). Modal subordination, anaphora, and distributivity [Dissertation]. University of Massachusetts.
  • Roberts, C. (2003). Uniqueness in definite noun phrases. Linguistics and Philosophy, 26(3), 287–350. https://doi.org/10.1023/A:1024157132393
  • Schwarzschild, R. (1996). Pluralities. Kluwer.
  • Smith, C. L. (1980). Quantifiers and question answering in young children. Journal of Experimental Child Psychology, 30(2), 191–205. https://doi.org/10.1016/0022-0965(80)90057-0
  • Starkey, P., & Cooper, R. G. (1980). Perception of number by infants. Science, 210(4473), 1033–1035. https://doi.org/10.1126/science.7434014
  • Syrett, K., & Musolino, J. (2013). Collectivity, distributivity and the interpretation of numerical expressions in child and adult language. Language Acquisition: A Journal of Developmental Linguistics, 20(4), 259–291. https://doi.org/10.1080/10489223.2013.828060
  • Vargas-Tokuda, M., Gutierrez Rexach, J., & Grinstead, J. (2009). Context and the scalar implicatures of indefinites in child Spanish. In J. Grinstead (Ed.), Hispanic child languages: Typical and impaired development (pp. 93–116). John Benjamins.
  • Vendler, Z. (1967). Linguistics in philosophy. Cornell University Press.
  • Winter, Y. (2001). Flexibility principles in boolean semantics: The interpretation of coordination, plurality, and scope in natural language. MIT Press.
  • Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24(2), 220–251. https://doi.org/10.1016/0010-0285(92)90008-P