Children's attitude problems: Bootstrapping verb meaning from syntax and pragmatics
Children's attitude problems: Bootstrapping verb meaning from syntax and pragmatics
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儿童的态度问题：从语法和语用学中引导动词含义
DOI：
10.1111/mila.12192
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发表时间：
2018
期刊：
影响因子：
2
通讯作者：
J. Lidz
中科院分区：
文献类型：
--
作者：
V. Hacquard;J. Lidz
基金信息NSF，资助/奖励编号：#BCS-1124338儿童如何学习命题态度动词的含义？我们认为，儿童使用的信息包含在句法分布和语用功能归零的适当意义。具体来说，我们确定了一个潜在的普遍联系的语义子类的态度动词，他们的句法分布和各种间接言语行为，他们可以用来执行。因此，儿童可以使用句法作为关于意义的证据，这反过来又限制了他们在会话中理解这些动词时所做和不做的语用丰富。
Funding information NSF, Grant/Award Number: #BCS-1124338 How do children learn the meanings of propositional attitude verbs? We argue that children use information contained in both syntactic distribution and pragmatic function to zero in on the appropriate meanings. Specifically, we identify a potentially universal link between semantic subclasses of attitude verbs, their syntactic distribution and the kinds of indirect speech acts they can be used to perform. As a result, children can use the syntax as evidence about the meaning, which in turn constrains the kinds of pragmatic enrichments they do and do not make in understanding these verbs in conversation.
影响因子：
4
作者：
T. Tardif;H. Wellman
通讯作者：
T. Tardif;H. Wellman
影响因子：
1.1
作者：
de Villiers, Jill
通讯作者：
de Villiers, Jill