Resolving questions, I

Ginzburg, Jonathan

doi:10.1007/bf00985365

Cited by 99 publications

(57 citation statements)

References 13 publications

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“…Karttunen 1977;Hintikka 1977;Ginzburg 1995;Egre 2007;a.o.). Assuming that the link is principled, and that question-embedding is a reliable cue to factivity, it could be that hearing know sentences with interrogative complements provides evidence that it is factive.…”

mentioning

confidence: 99%

Three-Year-Olds’ Understanding of Know and Think

Dudley

Orita

Hacquard

et al. 2014

Studies in Theoretical Psycholinguistics

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This study investigates three-year-olds' representations of the attitude verbs think and know, in attempt to assess children's understanding of factivity. Know is factive and is therefore used in contexts where the complement is taken to be true. Think, although nonfactive, is still often used in situations where the complement is taken to be true. Are children able to recognize the difference between know and think and to understand that the truth of the complement is presupposed in one case but not the other? Acquisition studies on know and think find that children do not have an adult-like understanding of these verbs and their (non-)factivity before the age of four, but these tasks are often inappropriate for testing preschoolers' understanding of factivity for independent reasons. We designed an interactive game to implicitly evaluate children's knowledge of these verbs in a task that more directly targets factivity. Our results show that some three-year-olds are able to distinguish think and know, particularly in ways that suggest they understand that know presupposes the truth of its complement, and that think does not. The remaining threeyear-olds, however, seem to treat both as non-factive. This suggests that early representations of know may be non-factive, and raises the question of how children come to distinguish the verbs.

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confidence: 99%

Three-Year-Olds’ Understanding of Know and Think

Dudley

Orita

Hacquard

et al. 2014

Studies in Theoretical Psycholinguistics

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“…Either Jack demanded that we read the French novels, or he demanded that we read the Russian ones (I don't know) a proposition S that is a maximally relevant answer to Q in a broad sense. See Ginzburg (1995aGinzburg ( , 1995b, and van Rooij (2003) for proposals along this line. 5 A generalized quantifier G is said to be (or range) 'over P', where P is a set of individuals, iff P is the smallest live-on set of G (see Szabolcsi 1997).…”

Section: Elided Quantified Answers and Weak Island Effectsmentioning

confidence: 99%

Modalized Questions and Exhaustivity

Spector

2015

SALT

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“…There would have to be principled links between factivity and certain syntactic properties, which the learner would somehow be privy to. A good candidate for such a property might be question-embedding (see Hintikka 1975;Karttunen 1977;Ginzburg 1995;Egré 2007). 9 While know can take an interrogative complement, think cannot:…”

Section: Bootstrapping Factivity?mentioning

confidence: 99%

Bootstrapping attitudes

Hacquard¹

2015

SALT

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This paper explores two classic problems at the semantics-pragmatics interface from a learner's perspective. First, the meaning that speakers convey often goes beyond the literal meaning of the sentences they utter. Second, not all content encoded in utterances has equal standing: some is foregrounded, some backgrounded. Yet a sentence does not formally distinguish what a speaker asserts from what she presupposes or merely implicates. For this reason, the child acquiring a language has a daunting task. She must both extract the literal meaning from the overall message, and separate the background assumptions that are linguistically required from those that are incidental. This paper discusses the ways in which the syntax might guide the child with this daunting task, through a few case studies on children's acquisition of attitude verbs.

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Resolving questions, I

Cited by 99 publications

References 13 publications

Three-Year-Olds’ Understanding of Know and Think

Three-Year-Olds’ Understanding of Know and Think

Modalized Questions and Exhaustivity

Bootstrapping attitudes

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