The acquisition of modality: Implications for theories of semantic representation

Mind and Language 13 (3):370–399 (1998)
Abstract
The set of English modal verbs is widely recognized to communicate two broad clusters of meanings: epistemic and root modal meanings. A number of researchers have claimed that root meanings are acquired earlier than epistemic ones; this claim has subsequently been employed in the linguistics literature as an argument for the position that English modal verbs are polysemous (Sweetser, 1990). In this paper I offer an alternative explanation for the later emergence of epistemic interpretations by linking them to the development of the child’s theory of mind (Wellman, 1990); if correct, this hypothesis might have important implications for the shape of the semantics of modal verbs.
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Amie L. Thomasson (2013). Norms and Necessity. Southern Journal of Philosophy 51 (2):143-160.
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