Young children understand some implicatures
Young children understand some implicatures
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年幼的孩子能理解一些含义
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Alan Munn
中科院分区：
文献类型：
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作者：
Karen Miller;C. Schmitt;Hsiang;Alan Munn
最近的各种研究声称，儿童在语言理解中难以使用对比重音（Solan, 1980； Gualmini等人，2003；McDaniel等人，1992;Reinhart, 1999, 2004），并且未能获得由焦点产生的替代选项可能会给仅用焦点解释句子带来问题（Paterson等人，2003）。其他研究人员表明，儿童在标量含义方面也存在困难（Noveck 2001, Papafragou and Musolino 2003, Musolino 2004）。在本文中，我们证明了儿童能够正确地获得与集中的一些相关的数量含义，而当一些是非预设的含义时，儿童不能正确地联想到这样的含义。然而，儿童并不总是表现得像成年人一样，因为他们不能在预设的上下文中强制执行非强调的标量含义。
Various recent studies have claimed that children have difficulty using contrastive stress in language comprehension (Solan, 1980; Gualmini et al., 2003; McDaniel et al., 1992; Reinhart, 1999, 2004) and that failure to access alternatives generated by focus may create problems for interpreting sentences with only (Paterson et al., 2003). Other researchers have shown that children also have difficulty with scalar implicatures (Noveck 2001, Papafragou and Musolino 2003, Musolino 2004). In this paper we demonstrate that children are correctly able to access a quantity implicature associated with focused some, while correctly not associating such an implicature when some is nonpresuppositional. However, children do not always behave in an adult-like manner, by failing to enforce a scalar implicature with unstressed some in presuppositional contexts.