Semantic Meaning and Pragmatic Interpretation in 5-Year-Olds: Evidence from Real-Time Spoken Language Comprehension

DSpace/Manakin Repository

Semantic Meaning and Pragmatic Interpretation in 5-Year-Olds: Evidence from Real-Time Spoken Language Comprehension

Show simple item record

dc.contributor.author Huang, Yi Ting
dc.contributor.author Snedeker, Jesse
dc.date.accessioned 2012-11-30T22:14:42Z
dc.date.issued 2009
dc.identifier.citation Huang, Yi Ting, and Jesse Snedeker. 2009. Semantic meaning and pragmatic interpretation in 5-year olds: Evidence from real-time spoken language comprehension. Developmental Psychology 45(6): 1723-1739. en_US
dc.identifier.issn 0012-1649 en_US
dc.identifier.issn 1939-0599 en_US
dc.identifier.uri http://nrs.harvard.edu/urn-3:HUL.InstRepos:9978129
dc.description.abstract Recent research on children's inferencing has found that although adults typically adopt the pragmatic interpretation of some (implying not all), 5- to 9-year-olds often prefer the semantic interpretation of the quantifier (meaning possibly all). Do these failures reflect a breakdown of pragmatic competence or the metalinguistic demands of prior tasks? In 3 experiments, the authors used the visual-world eye-tracking paradigm to elicit an implicit measure of adults' and children's abilities to generate scalar implicatures. Although adults' eye-movements indicated that adults had interpreted some with the pragmatic inference, children's looks suggested that children persistently interpreted some as compatible with all (Experiment 1). Nevertheless, both adults and children were able to quickly reject competitors that were inconsistent with the semantics of some; this confirmed the sensitivity of the paradigm (Experiment 2). Finally, adults, but not children, successfully distinguished between situations that violated the scalar implicature and those that did not (Experiment 3). These data demonstrate that children interpret quantifiers on the basis of their semantic content and fail to generate scalar implicatures during online language comprehension. en_US
dc.description.sponsorship Psychology en_US
dc.language.iso en_US en_US
dc.publisher American Psychological Association en_US
dc.relation.isversionof doi:10.1037/a0016704 en_US
dash.license OAP
dc.subject scalar implicature en_US
dc.subject language development en_US
dc.subject semantics en_US
dc.subject pragmatics en_US
dc.subject quantifiers en_US
dc.title Semantic Meaning and Pragmatic Interpretation in 5-Year-Olds: Evidence from Real-Time Spoken Language Comprehension en_US
dc.type Journal Article en_US
dc.description.version Author's Original en_US
dc.relation.journal Developmental Psychology en_US
dash.depositing.author Snedeker, Jesse
dc.date.available 2012-11-30T22:14:42Z

Files in this item

Files Size Format View
Snedeker_SemanticMeaning.doc 347Kb Microsoft Word View/Open
Snedeker_SemanticMeaning.pdf 1.038Mb PDF View/Open

This item appears in the following Collection(s)

  • FAS Scholarly Articles [6902]
    Peer reviewed scholarly articles from the Faculty of Arts and Sciences of Harvard University

Show simple item record

 
 

Search DASH


Advanced Search
 
 

Submitters