WHAT more IS
WHAT more IS
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DOI：
10.1111/phpe.12121
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发表时间：
2018
影响因子：
2
通讯作者：
Wellwood, Alexis
中科院分区：
文献类型：
--
作者：
Wellwood, Alexis
大量的研究针对的是语法、意义、使用和理解比较句的多和表兄弟（一样多，更少等）。在语言学中，它们的形态特征在英语和其他语言中得到了广泛的研究，发现它们在表达深度和跨语言表达的规律性方面存在惊人的重叠程度。在语法和语义之间的界面上，比较级已经被用来支持“度”存在的一些最好的论据。在语义学和语言哲学中，它们被用来探讨自然语言所预设的测量尺度的类型学。在认知心理学中，它们被用来研究支撑数量推理的内在机制。本文试图从形式语义学的角度来弥合这些跨学科的讨论。英语中的more及其在其他语言中的对应词掩盖了令人难以置信的丰富结构，尽管如此，这些结构似乎被3岁的儿童所掌握。作为一个语义学家，我可能会发现自己满足于接受这些发现，并承担起具体说明比较句各部分的真值条件贡献如何加起来构成整体真值条件的任务。事实上，我在§ 2中这样做。但我可能也想了解真理条件理论和3岁孩子所获得的东西之间的关系。第3章开始尝试在那里，我整合了第一次在线出版后于2019年7月23日添加的[更正：参考Wellwood & Farkas（修订中）在第18页进行了修改;参考（Wellwood et al. in prep）添加在第22页;文本“（Wellwood & Farkas under revision，i）。Wellwood等人(in（prep）介绍了实现（ii）的初步步骤的结果。替换第22页;删除第23页第4行的文本，并从参考文献列表中删除参考文献Wellwood，Alexis & Haley Farkas。]
A wealth of research has targeted aspects of the grammar, meaning, use, and understanding of comparative sentences with more and cousins (as much, less, etc). In linguistics, their morphological properties have been studied extensively in English and in other languages, uncovering a surprising degree of overlap both in their depth of expression, and in the regularity of that expression cross-linguistically. At the interface between syntax and semantics, comparatives have been used to support some of the best arguments for the existence of ‘degrees’. In semantics and philosophy of language, they have been used to probe the typology of measurement scales presupposed by natural language. And in cognitive psychology, they have been used to investigate the innate mechanisms undergirding reasoning about quantities. This paper attempts to bridge these interdisciplinary discussions from the perspective of formal semantics. The appearance of more in English, and its correspondents in other languages, masks incredibly rich structure that, nonetheless, appears to be grasped by 3 year old children. As a semanticist, I may find myself content to accept these findings, and take up the task of specifying how the truth-conditional contributions of the parts of comparative sentences add up to the truth-conditions of the whole. And indeed, I do this in § 2. But I may also want to understand the relationship between the truth-conditional theory and what the 3 year old has acquired. § 3 begins that attempt. There, I integrate the [Correction added on 23 July 2019 after first online publication: the reference Wellwood & Farkas (under revision) was modified on page 18; reference (Wellwood et al. in prep) added on page 22; text “(Wellwood & Farkas under revision, i). Wellwood et al.(in prep) presents the results of initial steps towards (ii).” was replaced on page 22; text from line 4 on page 23 was deleted and reference Wellwood, Alexis & Haley Farkas was deleted from the reference list.]