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Jeffrey Lidz [19]Joel Warren Lidz [4]J. Lidz [3]Joel W. Lidz [3]
Jeff Lidz [1]Joel Lidz [1]
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  1.  87
    The Meaning of 'Most': Semantics, Numerosity and Psychology.Paul Pietroski, Jeffrey Lidz, Tim Hunter & Justin Halberda - 2009 - Mind and Language 24 (5):554-585.
    The meaning of 'most' can be described in many ways. We offer a framework for distinguishing semantic descriptions, interpreted as psychological hypotheses that go beyond claims about sentential truth conditions, and an experiment that tells against an attractive idea: 'most' is understood in terms of one-to-one correspondence. Adults evaluated 'Most of the dots are yellow', as true or false, on many trials in which yellow dots and blue dots were displayed for 200 ms. Displays manipulated the ease of using a (...)
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  2. Meaning and Context in Children's Understanding of Gradable Adjectives.K. Syrett, C. Kennedy & J. Lidz - 2010 - Journal of Semantics 27 (1):1-35.
    This paper explores what children and adults know about three specific ways that meaning and context interact: the interpretation of expressions whose extensions vary in different contexts ; conditions on the felicitous use of expressions in a discourse context and informative uses of expressions in contexts in which they strictly speaking do not apply. The empirical focus is the use of unmodified gradable adjectives in definite descriptions to distinguish between two objects that differ in the degree to which they possess (...)
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  3.  13
    Understanding How Input Matters: Verb Learning and the Footprint of Universal Grammar.Jeffrey Lidz, Henry Gleitman & Lila Gleitman - 2003 - Cognition 87 (3):151-178.
  4.  1
    Three-Year-Olds' Understanding of Desire Reports Is Robust to Conflict.Kaitlyn Harrigan, Valentine Hacquard & Jeffrey Lidz - 2018 - Frontiers in Psychology 9.
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  5.  41
    Interface Transparency and the Psychosemantics of Most.Jeffrey Lidz, Paul Pietroski, Tim Hunter & Justin Halberda - 2011 - Natural Language Semantics 19 (3):227-256.
    This paper proposes an Interface Transparency Thesis concerning how linguistic meanings are related to the cognitive systems that are used to evaluate sentences for truth/falsity: a declarative sentence S is semantically associated with a canonical procedure for determining whether S is true; while this procedure need not be used as a verification strategy, competent speakers are biased towards strategies that directly reflect canonical specifications of truth conditions. Evidence in favor of this hypothesis comes from a psycholinguistic experiment examining adult judgments (...)
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  6.  13
    What Infants Know About Syntax but Couldn't Have Learned: Experimental Evidence for Syntactic Structure at 18 Months.Jeffrey Lidz, Sandra Waxman & Jennifer Freedman - 2003 - Cognition 89 (3):295-303.
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  7.  4
    Semantic Information and the Syntax of Propositional Attitude Verbs.Aaron S. White, Valentine Hacquard & Jeffrey Lidz - 2018 - Cognitive Science 42 (2):416-456.
    Propositional attitude verbs, such as think and want, have long held interest for both theoretical linguists and language acquisitionists because their syntactic, semantic, and pragmatic properties display complex interactions that have proven difficult to fully capture from either perspective. This paper explores the granularity with which these verbs’ semantic and pragmatic properties are recoverable from their syntactic distributions, using three behavioral experiments aimed at explicitly quantifying the relationship between these two sets of properties. Experiment 1 gathers a measure of 30 (...)
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  8.  77
    Children's Command of Quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  9. Yes, We Still Need Universal Grammar.Jeffrey Lidz & Lila R. Gleitman - 2004 - Cognition 94 (1):85-93.
  10.  6
    Modeling Statistical Insensitivity: Sources of Suboptimal Behavior.Annie Gagliardi, Naomi H. Feldman & Jeffrey Lidz - 2016 - Cognitive Science 40 (7):188-217.
    Children acquiring languages with noun classes have ample statistical information available that characterizes the distribution of nouns into these classes, but their use of this information to classify novel nouns differs from the predictions made by an optimal Bayesian classifier. We use rational analysis to investigate the hypothesis that children are classifying nouns optimally with respect to a distribution that does not match the surface distribution of statistical features in their input. We propose three ways in which children's apparent statistical (...)
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  11.  25
    Conservativity and Learnability of Determiners.T. Hunter & J. Lidz - 2013 - Journal of Semantics 30 (3):315-334.
    A striking cross-linguistic generalisation about the semantics of determiners is that they never express non-conservative relations. To account for this one might hypothesise that the mechanisms underlying human language acquisition are unsuited to non-conservative determiner meanings. We present experimental evidence that 4- and 5-year-olds fail to learn a novel non-conservative determiner but succeed in learning a comparable conservative determiner, consistent with the learnability hypothesis.
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  12.  14
    Reaffirming the Poverty of the Stimulus Argument: A Reply to the Replies.Jeffrey Lidz & Sandra Waxman - 2004 - Cognition 93 (2):157-165.
  13.  35
    Medicine as Metaphor in Plato.Joel Warren Lidz - 1995 - Journal of Medicine and Philosophy 20 (5):527-541.
    argues that ancient Greek medicine had a significant effect on the way in which Plato conceived of ethics, and (2) explores some ways in which Plato integrated medical concepts such as "health" into his ethics. Specific parallels between ancient medicine and such concepts as eudaimonia , soul, nature and convention, etc., are discussed, as is the relation between conceptions of health and medical treatment. Keywords: ancient medicine, ethics, health, Plato CiteULike Connotea Del.icio.us What's this?
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  14.  44
    Argument Structure and the Child's Contribution to Language Learning.Jeffrey Lidz & Lila R. Gleitman - 2004 - Trends in Cognitive Sciences 8 (4):157-161.
  15. Linda B. Smith, Susan S. Jones, Hanako Yoshida and Eliana Colunga (Indiana University) Whose Dam Account? Attentional Learning Explains Booth and Waxman, 209–213.Sarah Hulme, Peter Mitchell, David Wood, Michele Miozzo, Min Wang, Keiko Koda, Charles A. Perfetti, James R. Brockmole, Ranxiao Frances Wang & Jeffrey Lidz - 2003 - Cognition 87:237-239.
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  16.  1
    Children's Attitude Problems: Bootstrapping Verb Meaning From Syntax and Pragmatics.Valentine Hacquard & Jeffrey Lidz - forthcoming - Mind and Language.
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  17.  1
    Constructions on Holiday.Jeffrey Lidz & Alexander Williams - 2009 - Cognitive Linguistics 20 (1).
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  18.  94
    Reaffirming the Poverty of the Stimulus Argument: A Reply to the Replies.Joel W. Lidz & S. Waxman - 2004 - Cognition 93 (2):157-165.
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  19.  13
    On How Verification Tasks Are Related to Verification Procedures: A Reply to Kotek Et Al.Tim Hunter, Jeffrey Lidz, Darko Odic & Alexis Wellwood - 2017 - Natural Language Semantics 25 (2):91-107.
    Kotek et al. argue on the basis of novel experimental evidence that sentences like ‘Most of the dots are blue’ are ambiguous, i.e. have two distinct truth conditions. Kotek et al. furthermore suggest that when their results are taken together with those of earlier work by Lidz et al., the overall picture that emerges casts doubt on the conclusions that Lidz et al. drew from their earlier results. We disagree with this characterization of the relationship between the two studies. Our (...)
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  20.  41
    12 Angry Men.Joel W. Lidz - 1995 - Teaching Philosophy 18 (3):251-255.
    This paper explores the educational purposes served by teaching the film 12 Angry Men. In a critical thinking course, one usually emphasizes the importance of examining one’s own and others’ beliefs for coherence and consistency, typically with the help of elementary logic . Since 12 Angry Men consists primarily of arguments and fallacies, stated by members of a jury, about the guilt or innocence of a young man accused of murder, the film affords students an engaging opportunity to identify and (...)
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  21.  28
    Beyond Truth Conditions: An Investigation Into the Semantics of 'Most'.Paul Pietrowski, Justin Halberda, Jeff Lidz & and Tim Hunter - manuscript
    Contact Info: Paul Pietroski Department of Linguistics University of Maryland Marie Mount Hall College Park, MD 20742 USA Email: pietro@umd.edu Phone: +1 301-395-1747..
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  22.  14
    The Development of “Most” Comprehension and Its Potential Dependence on Counting Ability in Preschoolers.Len Taing & Jeffrey Lidz - unknown
    Quantifiers are a test case for an interface between psychological questions, which attempt to specify the numerical content that supports the semantics of quantifiers, and linguistic questions, which uncover the range of possible quantifier meanings allowable within the constraints of the syntax. Here we explore the development of comprehension of most in English, of particular interest as it calls on precise numerical content that, in adults, requires an understanding of large exact numerosities (e.g., 23 blue dots and 17 yellow is (...)
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  23.  13
    Natural Number Concepts: No Derivation Without Formalization.Paul Pietroski & Jeffrey Lidz - 2008 - Behavioral and Brain Sciences 31 (6):666-667.
    The conceptual building blocks suggested by developmental psychologists may yet play a role in how the human learner arrives at an understanding of natural number. The proposal of Rips et al. faces a challenge, yet to be met, faced by all developmental proposals: to describe the logical space in which learners ever acquire new concepts.
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  24. Developing Incrementality in Filler-Gap Dependency Processing.Emily Atkinson, Matthew W. Wagers, Jeffrey Lidz, Colin Phillips & Akira Omaki - 2018 - Cognition 179:132-149.
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  25. Similarity-Based Interference and the Acquisition of Adjunct Control.Juliana Gerard, Jeffrey Lidz, Shalom Zuckerman & Manuela Pinto - 2017 - Frontiers in Psychology 8.
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  26. Angry Men.Joel W. Lidz - 1995 - Teaching Philosophy 18 (3).
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  27. Syntactic Structure at 18 Months: One Argument From the Poverty of the Stimulus.J. Lidz, S. R. Waxman & J. Freedman - 2003 - Cognition 89:B65 - B73.
     
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