David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Mind and Language 25 (1):30-65 (2010)
We present a series of arguments for logical nativism, focusing mainly on the meaning of disjunction in human languages. We propose that all human languages are logical in the sense that the meaning of linguistic expressions corresponding to disjunction (e.g. English or , Chinese huozhe, Japanese ka ) conform to the meaning of the logical operator in classical logic, inclusive- or . It is highly implausible, we argue, that children acquire the (logical) meaning of disjunction by observing how adults use disjunction. Findings from studies of child language acquisition and from cross-linguistic research invite the conclusion that children do not learn to be logical—it comes naturally to them.
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References found in this work BETA
Robert Brandom (2000). Articulating Reasons: An Introduction to Inferentialism. Harvard University Press.
Robert Brandom (2007). Inferentialism and Some of its Challenges. Philosophy and Phenomenological Research 74 (3):651-676.
Gennaro Chierchia & Sally McConnell-Ginet (2000). Meaning and Grammar: An Introduction to Semantics. Mit Press.
Noam Chomsky (1988). Language and Problems of Knowledge. The Mit Press.
Stephen Crain & Paul M. Pietroski (2001). Nature, Nurture, and Universal Grammar. Linguistics and Philosophy 24 (2):139-186.
Citations of this work BETA
Drew Michael Khlentzos & Bruce Stevenson (2011). True to the Power of One? Cognition, Argument, and Reasoning. Behavioral and Brain Sciences 34 (2):82-83.
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Luisa Meronib, The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.
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R. E. Jennings (1994). The Genealogy of Disjunction. Oxford University Press.
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