In a head-final language, V-raising is hard to detect since there no evidence from the string support raising analysis. If language has cliticlike negation that associates with verb in syntax, then scope facts concerning and quantified object NP could provide regarding height of verb. Even so, such are rare, especially input children, so we might expect not all speakers exposed acquire same grammar as far concerned. Here, present supporting this expectation. Using experimental data NPs...

This paper explores preschooler's knowledge of the linguistic principles (syntactic, semantic and pragmatic) regulating interaction between universally quantified noun phrases negation. Previous work has shown that 5-year-olds differ systematically from adults in way they interpret sentences containing these elements (Musolino 1998; Musolino et al. 2000). On basis results, conclude grammar generates only a subset interpretations available adult grammar. We present here series experiments...

This paper reports the findings from an interconnected set of experiments designed to assess children's knowledge semantic interactions between negation and quantified NPs. Our main finding is that young children, unlike adults, systematically interpret these elements on basis their position in overt syntax. We argue this observation can be derived interplay fundamental properties universal grammar basic learning principles. show even when appears differ observed differences occur within...

We demonstrate a U-shaped developmental trajectory in the interpretation of scopally ambiguous sentences, with 4-year-olds and adults, but not 5-year-olds, accessing inverse scope. These results argue against any view that treats 5-year-oldsš failures as resulting from immaturity single mechanism. Instead, we propose this pattern derives development (a) parsing mechanisms generate multiple interpretations addition to (b) processes involved selecting or revising among these.

Significance Children are exposed to vast quantities of data exhibiting the key structural features their language. Are these acquired from or they imposed on by learners? We identify a piece grammatical knowledge that is systematic within an individual speaker but varies unpredictably across population speakers ostensibly single Further, parents’ in this domain does not predict children’s knowledge. The independence and indicates relevant structures experience, supplied learners. This...

(2003). The Scope of Isomorphism: Turning Adults Into Children. Language Acquisition: Vol. 11, No. 4, pp. 277-291.

Sentences containing plural numerical expressions (e.g.,

The way in which an event is packaged linguistically can be informative about the number of participants and nature their participation. At times, however, a sentence ambiguous, pragmatic information weighs to favor one interpretation over another. Whereas adults may readily know how pick up on such cues meaning, children - who are generally naïve nuances diverge access broader range interpretations, or disfavored by adults. A cases come us from now well-established body research scalar...

Though preschoolers in certain experimental contexts strongly prefer to interpret ambiguous sentences containing quantified NPs and negation on the basis of surface syntax (e.g., Musolino's 1998 Musolino, Julien. 1998. Universal grammar acquisition semantic knowledge. College Park, MD: University Maryland dissertation.. [Google Scholar] "observation isomorphism"), contextual manipulations can lead more adult-like behavior. But is isomorphism a purely pragmatic phenomenon, as recently...

Decades of findings in psychology suggest that human belief is thoroughly irrational. At best, beliefs might be formed by heuristic processes predictably lead to suboptimal outcomes. worst, they are slaves motivated reasoning, which allows people come whichever conclusions prefer. In this article, we updating, narrowly construed, may a rational process uniquely sensitive evidence and cognitively impenetrable desires or incentives. Before any updating can occur, however, series mediate...

We expand upon a previous proposal by Bloom and Wynn (1997) that young children learn about the meaning of number words tracking their occurrence in particular syntactic environments, combination with discourse context which they are used. An analysis Childes database (MacWhinney, 2000) reveals environments studied (specifically, partitive frame x y) do not on own distinguish between terms those more generally quantity denoting. A set novel word-learning experiments (and adults) aware...

Abstract Theories of indefinites vary with respect to whether these noun phrases can be treated as quantificational. Although everyone seems in agreement that do not always introduce their own quantificational force, there is widespread disagreement they ever do. In this article, we present experimental evidence from children learning English and Kannada demonstrating children's show scopal restrictions parallel the other unambiguously expressions. Children, unlike adults, a strong...

Virtually all generative accounts of language development assume that syntactic acquisition is guided by a learnability constraint called the Subset Principle (SP). In essence, SP forces learners to initially select value parameter generates smallest possible language. Recent work on semantics suggests there also are semantic subset problems; therefore, one needs Semantic (SSP) solve these problems. This article shows (a) extent problems exist, SSP not correct solution them and (b) most...

We investigate knowledge of core syntactic and semantic principles in individuals with Williams Syndrome (WS). Our study focuses on the logico-syntactic properties negation disjunction (or) tests (a) relations (scope c-command), (b) (entailment DeMorgan's laws propositional logic), (c) relationship between (b). examine performance WS, children matched for mental age (MA), typical adult native speakers English. Performance all conditions suggests that (a-c) is present engaged three groups....

(2004). The Role of Partitivity in Child Language. Language Acquisition: Vol. 12, No. 1, pp. 97-107.