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講演抄録/キーワード
講演名 2013-08-03 15:35
[ポスター講演]The Interpretation of Scalar Implicature -- The Acquisition of even --
Soyoung KimPukyong National Univ.TL2013-28
抄録 (和) In contrast to the bulk of developmental research on only (Crain et al., 1994; Drozd, 2001; Matsuoka et al., 2006; Paterson et al., 2003), to my knowledge, no study has been conducted to date on children¨s understanding of the semantic function of even. Unlike only, which simply evokes a contrast set, the introduction of even into a sentence causes speakers and addressees to construct a mental model in which alternative sets are ordered on a scale of likelihood or expectation in relation to the described event (König, 1991; Karttunen & Peters, 1979; Rooth, 1985). However, despite the active discussion on the pragmatic feature of even from theoretical perspectives, there has been no experimental investigation into children¨s sensitivity to scalar implicature in sentences with even such as Even Larry reached the cookie. The referent associated with the particle (e.g., Larry) is the least likely one to be able to carry out the action denoted by the sentence (e.g., reach the cookie) on the likelihood/expectation scale. In contrast, negation of the sentence reverses the scalar implicature, so the same referent is the most likely one to be able to carry out the action. This study aims to investigate how English-speaking children aged from 4 to 5 derive scalar implicature of even.
To examine children¨s calculation of implicature, a guessing task was created. Participants were asked to listen to a prerecorded story while viewing a series of pictures presented as Microsoft Office PowerPoint slides on a computer screen. At the end of the story, a certain character that had appeared in the story made a statement containing even. The children were asked to guess who the referent denoted by the even phrase was, choosing only one out of several characters depicted in the story. The results suggest that, unlike adults, preschoolers are unaware of the scalar implicature that the focus particle even induces. A general picture emerged of two child groups with different capabilities for computing scalar implicature. The first group consistently failed for both sentence types with even; the second group consistently succeeded for both sentence types with even. Children are able to compute a contrastive set for only without difficulty (Paterson et al., 2003) whereas they failed to compute a scalar implicature of even. This indicates that children have a different capacity to use discourse information to reach the intended interpretation of two focus particles. Based on these findings, I conclude that children aged 4 to 5 travel a different developmental path in acquiring only and even.

Crain, S., Ni, W.J., & Conway, L. (1994). Learning, parsing and modularity. In Perspectives on sentence processing, ed. by C. Clifton, L. Frazier, and K. Rayner, 443–67. Hillsdale, NJ: Lawrence Erlbaum.
Drozd, K. F., & van Loosbroek, E. (1998). Dutch children¨s interpretation of focus particle constructions. Poster presented at the 23rd Annual Boston University Conference on Language Development.
Horn, L. (1969). A Presuppositional Analysis of Only and Even. In R. Binnick, et al. (ed.), Papers from the Fifth Regional Meeting of the Chicago Linguistics Society. Chicago Linguistic Society, 97–108.
Karttunen, L., & Peters, S. (1979). Conventional Implicature. Syntax and Semantics 11, 1–56. Presupposition. New York. Academic Press.
Kay, P. (1990). Even. Linguistics and Philosophy 13, 59–111.
König, E. (1991). The Meaning of Focus Particles. Routledge, London.
Matsuoka, K., Miyoshi, N., Hoshi, K., Ueda, M., Yabu, I., & Hirata, M. (2006). The acquisition of Japanese focus particles: Dake (only) and mo (also). In D. Bamman, T. Magnitskaia & C. Zaller (eds.), Proceedings of the 30th annual Boston University Conference on Language Development Supplement. Somerville, MA: Cascadilla Press.
Paterson, K. B., Liversedge, S. P., Rowland, C., & Filik, R. (2003). Children¨s comprehension of sentences with focus particles. Cognition 89, 263–294. 
(英) In contrast to the bulk of developmental research on only (Crain et al., 1994; Drozd, 2001; Matsuoka et al., 2006; Paterson et al., 2003), to my knowledge, no study has been conducted to date on children¨s understanding of the semantic function of even. Unlike only, which simply evokes a contrast set, the introduction of even into a sentence causes speakers and addressees to construct a mental model in which alternative sets are ordered on a scale of likelihood or expectation in relation to the described event (König, 1991; Karttunen & Peters, 1979; Rooth, 1985). However, despite the active discussion on the pragmatic feature of even from theoretical perspectives, there has been no experimental investigation into children¨s sensitivity to scalar implicature in sentences with even such as Even Larry reached the cookie. The referent associated with the particle (e.g., Larry) is the least likely one to be able to carry out the action denoted by the sentence (e.g., reach the cookie) on the likelihood/expectation scale. In contrast, negation of the sentence reverses the scalar implicature, so the same referent is the most likely one to be able to carry out the action. This study aims to investigate how English-speaking children aged from 4 to 5 derive scalar implicature of even.
To examine children¨s calculation of implicature, a guessing task was created. Participants were asked to listen to a prerecorded story while viewing a series of pictures presented as Microsoft Office PowerPoint slides on a computer screen. At the end of the story, a certain character that had appeared in the story made a statement containing even. The children were asked to guess who the referent denoted by the even phrase was, choosing only one out of several characters depicted in the story. The results suggest that, unlike adults, preschoolers are unaware of the scalar implicature that the focus particle even induces. A general picture emerged of two child groups with different capabilities for computing scalar implicature. The first group consistently failed for both sentence types with even; the second group consistently succeeded for both sentence types with even. Children are able to compute a contrastive set for only without difficulty (Paterson et al., 2003) whereas they failed to compute a scalar implicature of even. This indicates that children have a different capacity to use discourse information to reach the intended interpretation of two focus particles. Based on these findings, I conclude that children aged 4 to 5 travel a different developmental path in acquiring only and even.

Crain, S., Ni, W.J., & Conway, L. (1994). Learning, parsing and modularity. In Perspectives on sentence processing, ed. by C. Clifton, L. Frazier, and K. Rayner, 443–67. Hillsdale, NJ: Lawrence Erlbaum.
Drozd, K. F., & van Loosbroek, E. (1998). Dutch children¨s interpretation of focus particle constructions. Poster presented at the 23rd Annual Boston University Conference on Language Development.
Horn, L. (1969). A Presuppositional Analysis of Only and Even. In R. Binnick, et al. (ed.), Papers from the Fifth Regional Meeting of the Chicago Linguistics Society. Chicago Linguistic Society, 97–108.
Karttunen, L., & Peters, S. (1979). Conventional Implicature. Syntax and Semantics 11, 1–56. Presupposition. New York. Academic Press.
Kay, P. (1990). Even. Linguistics and Philosophy 13, 59–111.
König, E. (1991). The Meaning of Focus Particles. Routledge, London.
Matsuoka, K., Miyoshi, N., Hoshi, K., Ueda, M., Yabu, I., & Hirata, M. (2006). The acquisition of Japanese focus particles: Dake (only) and mo (also). In D. Bamman, T. Magnitskaia & C. Zaller (eds.), Proceedings of the 30th annual Boston University Conference on Language Development Supplement. Somerville, MA: Cascadilla Press.
Paterson, K. B., Liversedge, S. P., Rowland, C., & Filik, R. (2003). Children¨s comprehension of sentences with focus particles. Cognition 89, 263–294.
キーワード (和) scalar implicature / language acquisition / focus particle / / / / /  
(英) scalar implicature / language acquisition / focus particle / / / / /  
文献情報 信学技報, vol. 113, no. 174, TL2013-28, pp. 81-86, 2013年8月.
資料番号 TL2013-28 
発行日 2013-07-27 (TL) 
ISSN Print edition: ISSN 0913-5685    Online edition: ISSN 2432-6380
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研究会情報
研究会 TL  
開催期間 2013-08-03 - 2013-08-04 
開催地(和) 関西学院大学 大阪梅田キャンパス 
開催地(英) Kwansei Gakuin University, Osaka Umeda Campus 
テーマ(和) 人間の言語処理と学習 
テーマ(英) Language Processing and Learning 
講演論文情報の詳細
申込み研究会 TL 
会議コード 2013-08-TL 
本文の言語 英語 
タイトル(和)  
サブタイトル(和)  
タイトル(英) The Interpretation of Scalar Implicature 
サブタイトル(英) The Acquisition of even 
キーワード(1)(和/英) scalar implicature / scalar implicature  
キーワード(2)(和/英) language acquisition / language acquisition  
キーワード(3)(和/英) focus particle / focus particle  
キーワード(4)(和/英) /  
キーワード(5)(和/英) /  
キーワード(6)(和/英) /  
キーワード(7)(和/英) /  
キーワード(8)(和/英) /  
第1著者 氏名(和/英/ヨミ) Soyoung Kim / Soyoung Kim /
第1著者 所属(和/英) Pukyong National University (略称: Pukyong National Univ.)
Pukyong National University (略称: Pukyong National Univ.)
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講演者 第1著者 
発表日時 2013-08-03 15:35:00 
発表時間 115分 
申込先研究会 TL 
資料番号 TL2013-28 
巻番号(vol) vol.113 
号番号(no) no.174 
ページ範囲 pp.81-86 
ページ数
発行日 2013-07-27 (TL) 


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