Inference and exact numerical representation in early language development
Inference and exact numerical representation in early language development
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DOI：
10.1016/j.cogpsych.2009.06.002
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发表时间：
2010-02-01
影响因子：
2.6
通讯作者：
Bachrach, Asaf
中科院分区：
文献类型：
--
作者：
Barner, David;Bachrach, Asaf
2岁的孩子怎么知道数字，比如一，有精确的解释，而量词和单词，比如一，没有？以往的研究认为，只有数词才有确切的词汇意义。儿童不能使用标量含义来加强数字意义，有人认为，因为他们没有这样做的量词[Papafragou，A.，& Musolino，J.（2003）.等级含义：语义-语用学接口的实验。Cognition，86，253-282].反对这种观点，我们提出的证据表明，儿童的早期解释的数字依赖于标量含义，并认为，数字和量词之间的差异是由于不同的可用性各自的规模，他们是成员。以往研究的证据表明：（1）儿童在解释数字时可以进行标量推理;（2）儿童在第一次获得数字的含义时，最初会对数字进行弱的、不精确的解释;（3）当标量替代品明确可用时，儿童会加强对量词的解释。(C)2009 Elsevier Inc. All rights reserved.
How do children as young as 2 years of age know that numerals, like one, have exact interpretations, while quantifiers and words like a do not? Previous studies have argued that only numerals have exact lexical meanings. Children Could not use scalar implicature to strengthen numeral meanings, it is argued, since they fail to do so for quantifiers [Papafragou, A., & Musolino,J. (2003). Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86, 253-282]. Against this view, we present evidence that children's early interpretation Of numerals does rely on scalar implicature, and argue that differences between numerals and quantifiers are due to differences in the availability of the respective scales of which they are members. Evidence from previous studies establishes that (1) children can make scalar inferences when interpreting numerals, (2) children initially assign weak, non-exact interpretations to numerals when first acquiring their meanings, and (3) children can strengthen quantifier interpretations when scalar alternatives are made explicitly available. (C) 2009 Elsevier Inc. All rights reserved.