Repozitorij Univerze v Novi Gorici

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Naslov:Do children derive exact meanings pragmatically? Evidence from a dual morphology language
Avtorji:ID Marušič, Franc, Univerza v Novi Gorici (Avtor)
ID Žaucer, Rok, Univerza v Novi Gorici (Avtor)
ID Saksida, Amanda, Univerza v Ljubljani (Avtor)
ID Sullivan, Jessica, Skidmore College (Avtor)
ID Skordos, Dimitrios, University of Calgary (Avtor)
ID Wang, Longlong, Harvard University (Avtor)
ID Barner, David, University of California, San Diego (Avtor)
Datoteke: Gradivo nima datotek, ki so prostodostopne za javnost. Gradivo je morda fizično dosegljivo v knjižnici fakultete, zalogo lahko preverite v COBISS-u. Povezava se odpre v novem oknu
Jezik:Angleški jezik
Vrsta gradiva:Delo ni kategorizirano
Tipologija:1.01 - Izvirni znanstveni članek
Organizacija:UNG - Univerza v Novi Gorici
Opis:Number words allow us to describe exact quantities like sixty-three and (exactly) one. How do we derive exact interpretations? By some views, these words are lexically exact, and are therefore unlike other grammatical forms in language. Other theories, however, argue that numbers are not special and that their exact interpretation arises from pragmatic enrichment, rather than lexically. For example, the word one may gain its exact interpretation because the presence of the immediate successor two licenses the pragmatic inference that one implies “one, and not two”. To investigate the possible role of pragmatic enrichment in the development of exact representations, we looked outside the test case of number to grammatical morphological markers of quantity. In particular, we asked whether children can derive an exact interpretation of singular noun phrases (e.g., “a button”) when their language features an immediate “successor” that encodes sets of two. To do this, we used a series of tasks to compare English-speaking children who have only singular and plural morphology to Slovenian-speaking children who have singular and plural forms, but also dual morphology, that is used when describing sets of two. Replicating previous work, we found that English-speaking preschoolers failed to enrich their interpretation of the singular and did not treat it as exact. New to the present study, we found that 4- and 5-year-old Slovenian-speakers who comprehended the dual treated the singular form as exact, while younger Slovenian children who were still learning the dual did not, providing evidence that young children may derive exact meanings pragmatically.
Ključne besede:Acquisition of quantity expressions, Acquisition of exactness, Pragmatics of grammatical number, Inferences on quantity, Dual, Slovenian
Verzija publikacije:Objavljena publikacija
Leto izida:2021
Št. strani:12
Številčenje:207
PID:20.500.12556/RUNG-6017 Novo okno
COBISS.SI-ID:42393347 Novo okno
DOI:https://doi.org/10.1016/j.cognition.2020.104527 Novo okno
NUK URN:URN:SI:UNG:REP:LKFWACON
Datum objave v RUNG:13.12.2020
Število ogledov:3131
Število prenosov:0
Metapodatki:XML DC-XML DC-RDF
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Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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Gradivo je del revije

Naslov:Cognition
Založnik:Elsevier
Leto izida:2021
ISSN:0010-0277

Gradivo je financirano iz projekta

Financer:ARRS - Agencija za raziskovalno dejavnost Republike Slovenije
Številka projekta:P6-0382
Naslov:Teoretično in eksperimentalno jezikoslovje
Akronim:Teks

Licence

Licenca:CC BY-NC-ND 4.0, Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna
Povezava:http://creativecommons.org/licenses/by-nc-nd/4.0/deed.sl
Opis:Najbolj omejujoča licenca Creative Commons. Uporabniki lahko prenesejo in delijo delo v nekomercialne namene in ga ne smejo uporabiti za nobene druge namene.
Začetek licenciranja:12.12.2020

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