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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Testing theories of plural meanings Tieu, Lyn (R19168); Bill, Cory; Romoli, Jacopo. - : Netherlands, Elsevier, 2020 BASE Show details 2 Plurality and crosslinguistic variation : an experimental investigation of the Turkish plural Renans, Agata; Sag, Yagmur; Ketrez, Nihan. - : Netherlands, Springer Netherlands, 2020 BASE Show details 3 Homogeneity or implicature : an experimental investigation of free choice Tieu, Lyn (R19168); Bill, Cory; Romoli, Jacopo. - : U.S., Linguistic Society of America, 2019 BASE Show details 4 Beyond the scope of acquisition : a novel perspective on the isomorphism effect from Broca's aphasia Kennedy, Lynda; Romoli, Jacopo; Tieu, Lyn (R19168). - : U.S., Routledge, 2019 BASE Show details 5 Children's comprehension of plural predicate conjunction Crain, Stephen; Romoli, Jacopo; Tieu, Lyn (R19168). - : U.K., Cambridge University Press, 2018 BASE Show details 6 On children's variable success with scalar inferences : insights from disjunction in the scope of a universal quantifier Pagliarini, Elena; Bill, Cory; Romoli, Jacopo; Tieu, Lyn (R19168); Crain, Stephen. - : Netherlands, Elsevier, 2018 Abstract: Previous developmental studies have revealed variation in children's ability to compute scalar inferences. While children have been shown to struggle with standard scalar inferences (e.g., with scalar quantifiers like “some”) (Chierchia, Crain, Guasti, Gualmini, & Meroni, 2001; Guasti et al., 2005; Noveck, 2001; Papafragou & Musolino, 2003), there is also a growing handful of inferences that children have been reported to derive quite readily (Barner & Bachrach, 2010; Hochstein, Bale, Fox, & Barner, 2016; Papafragou & Musolino, 2003; Singh, Wexler, Astle-Rahim, Kamawar, & Fox, 2016; Stiller, Goodman, & Frank, 2015; Tieu, Romoli, Zhou, & Crain, 2016; Tieu et al., 2017). One recent approach, which we refer to as the Alternatives-based approach, attributes the variability in children's performance to limitations in how children engage with the alternative sentences that are required to compute the relevant inferences. Specifically, if the alternative sentences can be generated by simplifying the assertion, rather than by lexically replacing one scalar term with another, children should be better able to compute the inference. In this paper, we investigated this prediction by assessing how children and adults interpret sentences that embed disjunction under a universal quantifier, such as “Every elephant caught a big butterfly or a small butterfly”. For adults, such sentences typically give rise to the distributive inference that some elephant caught a big butterfly and some elephant caught a small butterfly (Crnič Chemla, & Fox, 2015; Fox, 2007; Gazdar, 1979). Another possible interpretation, though not one typically accessed by adults, is the conjunctive inference that every elephant caught a big butterfly and a small butterfly (Singh, Wexler, Astle-Rahim, Kamawar, & Fox, 2016). Crucially, for our purposes, it has been argued that both of these inferences can be derived using alternatives that are generated by deleting parts of the asserted sentence, rather than through lexical replacement, making these sentences an ideal test case for evaluating the predictions of the Alternatives-based approach. The findings of our experimental study reveal that children are indeed able to successfully compute this class of inferences, providing support for the Alternatives-based approach as a viable explanation of children's variable success in computing scalar inferences. Keyword: children; disjunction (logic); inference; language acquisition; pragmatics; scalar field theory; XXXXXX - Unknown URL: https://doi.org/10.1016/j.cognition.2018.04.020 http://handle.westernsydney.edu.au:8081/1959.7/uws:48914 BASE Hide details 7 The abundance inference of pluralised mass nouns is an implicature : evidence from Greek Renans, Agata; Romoli, Jacopo; Makri, Maria M.. - : U.K., Ubiquity Press, 2018 BASE Show details 8 Developmental insights into gappy phenomena : comparing presupposition, implicature, homogeneity, and vagueness Tieu, Lyn (R19168); Bill, Cory; Zehr, Jeremy. - : Netherlands, John Benjamins, 2018 BASE Show details 9 Testing theories of temporal inferences : evidence from child language Cremers, Alexandre; Kane, Frances; Tieu, Lyn (R19168). - : U.K., Ubiquity Press, 2018 BASE Show details 10 Turkish plural nouns are number-neutral : experimental data Renans, Agata; Tsoulas, George; Folli, Raffaella. - : Netherlands, Amsterdam Colloquium, 2017 BASE Show details 11 On the role of alternatives in the acquisition of simple and complex disjunctions in French and Japanese Tieu, Lyn (R19168); Yatsushiro, Kazuko; Cremers, Alexandre. - : U.K., Oxford University Press, 2017 BASE Show details 12 Testing the QUD approach : children's comprehension of scopally ambiguous questions Di Bacco, Federica; Tieu, Lyn (R19168); Moscati, Vincenzo. - : U.S., Cascadilla Proceedings Project, 2017 BASE Show details 13 Children's knowledge of free choice inferences and scalar implicatures Tieu, Lyn (R19168); Romoli, Jacopo; Zhou, Peng. - : U.K., Oxford University Press, 2016 BASE Show details 14 Presupposition projection from the scope of none : universal, existential, or both? Zehr, Jeremy; Tieu, Lyn (R19168); Bill, Cory. - : U.S., Linguistic Society of America, 2016 BASE Show details 15 Existential presupposition projection from none? : an experimental investigation Zehr, Jeremy; Bill, Cory; Tieu, Lyn (R19168). - : Netherlands, Amsterdam Colloquium, 2015 BASE Show details 16 Plurality inferences are scalar implicatures : evidence from acquisition Tieu, Lyn (R19168); Bill, Cory; Romoli, Jacopo. - : U.S., Cornell University, 2014 BASE Show details

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