Why children and adults sometimes (but not always) compute implicatures

Language and Cognitive Processes

Volumn 20, Issue 5, 2005, Pages 667-696

  Guasti, Maria Teresa ^a   Chierchia, Gennaro ^a   Crain, Stephen ^b   Foppolo, Francesca ^a   Gualmini, Andrea ^c   Meroni, Luisa ^b  

^a UNIVERSITY OF MILANO BICOCCA   (Italy)

^b UNIVERSITY OF MARYLAND   (United States)

^c MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ANALYSIS OF VARIANCE; ARTICLE; COGNITION; CONTROLLED STUDY; DATA ANALYSIS; HUMAN; HUMAN EXPERIMENT; ITALY; LANGUAGE; MEDICAL RESEARCH; METHODOLOGY; PRIORITY JOURNAL; SCHOOL CHILD; SPEECH; STATISTICAL SIGNIFICANCE; TASK PERFORMANCE; TRAINING;

EID: 27744546194     PISSN: 01690965     EISSN: 14640732     Source Type: Journal    
DOI: 10.1080/01690960444000250     Document Type: Article

References (13)

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8. Guasti, M. T. (2002). Language acquisition. The growth of grammar. Cambridge, MA: MIT Press.
9. Horn, L. (1972). On the semantic properties of logical operators in English. Doctoral Dissertation, UCLA, CA.
10. Levinson, S. (2000). Presumptive meaning. Cambridge, MA: MIT Press.
11. Noveck, I. (2001). When children are more logical than adults: Experimental investigations of scalar implicatures. Cognition, 78, 165-188.
12. Papafragou A. & Musolino, J. (2003). Scalar implicatures at the semantic-pragmatics interface. Cognition, 80, 253-282.
13. Smith C. L. (1980). Quantifier and question answering in young children. Journal of Experimental Child Psychology, 30, 191-205.