Cognitive Science 39 (4):711-738 (2015)

Authors
Susan Gelman
University of Michigan, Ann Arbor
Abstract
Generic statements express generalizations about categories and present a unique semantic profile that is distinct from quantified statements. This paper reports two studies examining the development of children's intuitions about the semantics of generics and how they differ from statements quantified by all, most, and some. Results reveal that, like adults, preschoolers recognize that generics have flexible truth conditions and are capable of representing a wide range of prevalence levels; and interpret novel generics as having near-universal prevalence implications. Results further show that by age 4, children are beginning to differentiate the meaning of generics and quantified statements; however, even 7- to 11-year-olds are not adultlike in their intuitions about the meaning of most-quantified statements. Overall, these studies suggest that by preschool, children interpret generics in much the same way that adults do; however, mastery of the semantics of quantified statements follows a more protracted course
Keywords Cognitive development  Generic language  Language understanding  Concepts  Language acquisition  Semantics
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DOI 10.1111/cogs.12176
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References found in this work BETA

Studies in the Way of Words.H. P. Grice - 1989 - Cambridge: Harvard University Press.
Studies in the Way of Words.Paul Grice - 1989 - Synthese 84 (1):153-161.
Generalized Quantifiers and Natural Language.John Barwise & Robin Cooper - 1981 - Linguistics and Philosophy 4 (2):159--219.
Generics: Cognition and Acquisition.Sarah-Jane Leslie - 2008 - Philosophical Review 117 (1):1-47.

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Citations of this work BETA

Generics and Epistemic Injustice.Martina Rosola & Federico Cella - forthcoming - Ethical Theory and Moral Practice:1-16.

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