24 found
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  1. 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.  14
    Children's Attitude Problems: Bootstrapping Verb Meaning From Syntax and Pragmatics.Valentine Hacquard & Jeffrey Lidz - 2019 - Mind and Language 34 (1):73-96.
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  3.  75
    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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  4.  27
    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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  5.  24
    Understanding How Input Matters: Verb Learning and the Footprint of Universal Grammar.Jeffrey Lidz, Henry Gleitman & Lila Gleitman - 2003 - Cognition 87 (3):151-178.
  6.  8
    The Semantics and Pragmatics of Belief Reports in Preschoolers.Shevaun Lewis, Valentine Hacquard & Jeffrey Lidz - 2012 - Proceedings of Salt 22:247-267.
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  7.  27
    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.  83
    Children's Command of Quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  9.  11
    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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  10.  1
    Modeling Statistical Insensitivity: Sources of Suboptimal Behavior.Annie Gagliardi, Naomi H. Feldman & Jeffrey Lidz - 2017 - Cognitive Science 41 (1):188-217.
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  11.  14
    Learning, Memory, and Syntactic Bootstrapping: A Meditation.Jeffrey Lidz - 2020 - Topics in Cognitive Science 12 (1):78-90.
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  12. Yes, We Still Need Universal Grammar.Jeffrey Lidz & Lila R. Gleitman - 2004 - Cognition 94 (1):85-93.
  13.  13
    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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  14.  41
    Reaffirming the Poverty of the Stimulus Argument: A Reply to the Replies.Jeffrey Lidz & Sandra Waxman - 2004 - Cognition 93 (2):157-165.
  15.  8
    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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  16. 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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  17.  6
    Constructions on Holiday.Jeffrey Lidz & Alexander Williams - 2009 - Cognitive Linguistics 20 (1).
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  18.  51
    Argument Structure and the Child's Contribution to Language Learning.Jeffrey Lidz & Lila R. Gleitman - 2004 - Trends in Cognitive Sciences 8 (4):157-161.
  19.  30
    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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  20.  23
    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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  21. 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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  22.  35
    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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  23.  4
    The mental representation of universal quantifiers.Tyler Knowlton, Paul Pietroski, Justin Halberda & Jeffrey Lidz - forthcoming - Linguistics and Philosophy:1-31.
    A sentence like every circle is blue might be understood in terms of individuals and their properties or in terms of a relation between groups. Relatedly, theorists can specify the contents of universally quantified sentences in first-order or second-order terms. We offer new evidence that this logical first-order vs. second-order distinction corresponds to a psychologically robust individual vs. group distinction that has behavioral repercussions. Participants were shown displays of dots and asked to evaluate sentences with each, every, or all combined (...)
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  24.  2
    The Hunt for Structure-Dependent Interpretation: The Case of Principle C.Jeffrey Lidz, Cynthia Lukyanenko & Megan Sutton - forthcoming - Cognition:104676.
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