Children's Asymmetrical Responses
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
In this paper, we discuss the findings of two case studies of children’s semantic competence using sentences that contain the universal quantifier every. Children’s understanding of universal quantification, or lack of it, is probably the most controversial topic in current research on young children’s semantic competence. Even among researchers who draw upon linguistic theory in their investigations of child language, there seems to be a general consensus that preschool and even school-age children make ‘errors’ in interpreting sentences with the universal quantifier, and that these ‘errors’ reveal non-adult grammatical knowledge of universal quantification. However, a handful of studies have recently demonstrated children’s knowledge of several aspects of universal quantification, and the present paper adds to that growing body of work. The studies we discuss assess preschool children’s awareness that the two arguments of the universal quantifier have different interpretative properties, because the restrictor of every (NP) is downward entailing, whereas its nuclear scope (VP) is upward entailing. The experimental findings of the present studies are difficult to reconcile on recent analyses that attribute non-adult grammatical knowledge to children. However, the findings fit well with the view that children’s grammars are essentially the same as those of adults, as the Continuity Assumption supposes.
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Stephen Crain, The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.
Luisa Meronib, The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.
Peter Mitchell, Ulrich Teucher, Mark Bennett, Fenja Ziegler & Rebecca Wyton (2009). Do Children Start Out Thinking They Don't Know Their Own Minds? Mind and Language 24 (3):328-346.
Stephen Crain, Andrea Gualmini & Paul M. Pietroski (2005). Brass Tacks in Linguistic Theory: Innate Grammatical Principles. In Peter Carruthers, Stephen Laurence & Stephen Stich (eds.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York. 1--175.
Added to index2010-12-22
Total downloads9 ( #154,897 of 1,098,129 )
Recent downloads (6 months)1 ( #283,807 of 1,098,129 )
How can I increase my downloads?