The Development of Quantity Implicatures in Mandarin-Speaking Children

Autor/inn/en	Zhao, Shuyan; Ren, Jie; Frank, Michael C.; Zhou, Peng
Titel	The Development of Quantity Implicatures in Mandarin-Speaking Children
Quelle	In: Language Learning and Development, 17 (2021) 4, S.343-365 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frank, Michael C.) ORCID (Zhou, Peng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2021.1886935
Schlagwörter	Mandarin Chinese; Case Studies; Pragmatics; Language Skills; Preschool Children; Child Development; Inferences; Contrastive Linguistics; Language Acquisition; Young Children; Foreign Countries; Form Classes (Languages); Difficulty Level; Task Analysis; Pictorial Stimuli; China (Beijing) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Pragmalinguistik; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Inference; Inferenz; Linguistics; Kontrastive Linguistik; Sprachaneignung; Spracherwerb; Frühe Kindheit; Ausland; Analytischer Sprachbau; Schwierigkeitsgrad; Aufgabenanalyse; Fantasieanregung
Abstract	The present study reports a large, cross-sectional study of Mandarin-speaking children's ability to compute quantity implicatures. To chart the developmental trajectory of this pragmatic ability, we tested 225 Mandarin-speaking children aged 4-8 years on their interpretations of scalar and non-scalar implicatures, as well as numerals. Scalar implicatures were difficult and we did not observe consistent success until age 6. In contrast, by 4 years of age this group was already able to compute non-scalar implicatures and the exact readings of numerals at adult-like rates. The implications of the current findings are discussed in relation to children's development of pragmatic inference, highlighting the relevance of cross-linguistic data in understanding pragmatic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01