語用論(Pragmatics)を考える

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

How the mind works

Rules and Representations

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The Growth of Logical Thinking from Childhood to Adolescence

https://repository.upenn.edu/cgi/viewcontent.cgi?article=1032&context=ircs_reports

Scalar implicatures: experiments at the semantics-pragmatics interface.

This paper explores preschooler's knowledge of the linguistic principles (syntactic, semantic and pragmatic) regulating the interaction between universally quantified noun phrases and negation. Previous work has shown that 5-year-olds differ systematically from adults in the way they interpret sentences containing these elements (Musolino 1998; Musolino et al. 2000). On the basis of these results, Musolino et al. conclude that the grammar of 5-year-olds generates only a subset of the interpretations available in the adult grammar. We present here a series of experiments whose results challenge this conclusion. First, we demonstrate that under certain contextual conditions, 5-year-olds can be shown to access the same range of interpretations which characterize the adult system. Second, we show that while 5-year-olds do not differ from adults grammatically, their command of the pragmatic principles associated with the use of quantified statements is much more fragile than that of adults. We further suggest that children's immature pragmatic abilities is what gave rise to Musolino et al. s findings in the first place. In doing so, we tie together research on grammatical development with a growing body of work on the development of pragmatic abilities and sentence processing in young children (Noveck 2001; Papafragou and Musolino 2003; Trueswell et al. 1999; Hurewitz et al. 2001). Finally, we show that our results have interesting methodological implications for the study of grammatical development.

Why children aren't universally successful with quantification

https://www.coli.uni-saarland.de/courses/language_acquisition_10/readings/Lidz&Musolino2002.pdf

Children's command of quantification.

In a head-final language, V-raising is hard to detect since there is no evidence from the string to support a raising analysis. If the language has a cliticlike negation that associates with the verb in syntax, then scope facts concerning negation and a quantified object NP could provide evidence regarding the height of the verb. Even so, such facts are rare, especially in the input to children, and so we might expect that not all speakers exposed to a head-final language acquire the same grammar as far as V-raising is concerned. Here, we present evidence supporting this expectation. Using experimental data concerning the scope of quantified NPs and negation in Korean, elicited from both adults and 4-year-old children, we show that there are two populations of Korean speakers: one with V-raising and one without.

/pdf/v-raising-and-grammar-competition-in-korean-evidence-from-2i72gqxnyz.pdf

V-Raising and Grammar Competition in Korean: Evidence from Negation and Quantifier Scope

This paper reports the findings from an interconnected set of experiments designed to assess children's knowledge of the semantic interactions between negation and quantified NPs. Our main finding is that young children, unlike adults, systematically interpret these elements on the basis of their position in overt syntax. We argue that this observation can be derived from an interplay between fundamental properties of universal grammar and basic learning principles. We show that even when children's semantic knowledge appears to differ from that of adults, the observed differences occur within well-defined boundaries, that is, within the limits imposed by the theory of universal grammar. Moreover, we point to the (positive) evidence needed by children in their passage to adulthood. We conclude that children have incomplete rather than inaccurate knowledge, in accordance with the continuity hypothesis. Together, these observations support the conclusion that children draw from an arsenal of innately specked principles in the acquisition of the grammar of quantification

Julien Musolino

Papers

Scalar implicatures: experiments at the semantics-pragmatics interface.

Why children aren't universally successful with quantification

Children's command of quantification.

V-Raising and Grammar Competition in Korean: Evidence from Negation and Quantifier Scope

Navigating negative quantificational space