The Role of Perspective-Taking in Children’s Quantity Implicatures

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Language Learning and Development Pub Date : 2023-04-03 DOI:10.1080/15475441.2022.2050236
Elspeth Wilson, Rebecca Lawrence, N. Katsos
{"title":"The Role of Perspective-Taking in Children’s Quantity Implicatures","authors":"Elspeth Wilson, Rebecca Lawrence, N. Katsos","doi":"10.1080/15475441.2022.2050236","DOIUrl":null,"url":null,"abstract":"ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In two experiments, we tested children (5–7 years, N = 33 and N = 25) and adults using a picture-matching director task, in which participants played a game giving cards to the speaker, with some cards being in common ground and some in privileged ground. We found that adults can both derive implicatures when all information is in common ground and not derive them when relevant information is in privileged ground. Children also derive ad hoc implicatures when relevant information is in common ground but, crucially, fail to not derive them when it is in privileged ground. Children’s difficulty with integrating perspective-taking with pragmatic inferencing challenges the received theories about the necessity of perspective-taking in pragmatics.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"46 1","pages":"167 - 187"},"PeriodicalIF":1.5000,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning and Development","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/15475441.2022.2050236","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 6

Abstract

ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In two experiments, we tested children (5–7 years, N = 33 and N = 25) and adults using a picture-matching director task, in which participants played a game giving cards to the speaker, with some cards being in common ground and some in privileged ground. We found that adults can both derive implicatures when all information is in common ground and not derive them when relevant information is in privileged ground. Children also derive ad hoc implicatures when relevant information is in common ground but, crucially, fail to not derive them when it is in privileged ground. Children’s difficulty with integrating perspective-taking with pragmatic inferencing challenges the received theories about the necessity of perspective-taking in pragmatics.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
换位思考在儿童数量暗示中的作用
幼儿擅长于语用推理,即所谓的特定数量暗示:例如,他们可以推断出说话者说“有苹果的卡片”意味着只有苹果的卡片。然而,目前尚不清楚儿童在进行推理时是否会考虑说话人的观点,就像成年人所做的那样,也像公认的语用学理论所声称的那样。在两个实验中,我们对儿童(5-7岁,N = 33和N = 25)和成人进行了图片匹配指导任务,在这个任务中,参与者玩了一个游戏,向说话者分发卡片,其中一些卡片是普通的,一些是特殊的。我们发现,当所有信息都在共同的基础上时,成年人都能得出含义,而当相关信息在特权基础上时,他们却不能得出含义。当相关信息是共同的时候,儿童也会得出特别的含义,但关键的是,当相关信息是特权的时候,儿童就不会得出特别的含义。儿童很难将换位思考与语用推理结合起来,这对现有的关于换位思考在语用学中必要性的理论提出了挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.10
自引率
0.00%
发文量
26
期刊最新文献
Acquisition of a rare variant: ne-realization in the negative utterances of French children and their caregivers Thematic Content, Not Number Matching, Drives Syntactic Bootstrapping An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months Semantic Cues Facilitate Structural Generalizations in Artificial Language Learning Associations Between Joint Attention, Supported Joint Engagement and Language in TD Children and Children with ASD: Potential Sources of Individual and Group Differences in Language Outcomes
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1