The Semantics and Acquisition of Number Words: Integrating Linguistic and Developmental Perspectives

Autor/in	Musolino, Julien
Titel	The Semantics and Acquisition of Number Words: Integrating Linguistic and Developmental Perspectives
Quelle	In: Cognition, 93 (2004) 1, S.1-41 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2003.10.002
Schlagwörter	Semantics; Number Concepts; Word Recognition; Linguistic Theory; Vocabulary Development; Language Acquisition; Young Children; Developmental Stages + Suchen Sie Ihr Suchwort? Semantik; Number concept; Zahlbegriff; Worterkennung; Linguistische Theorie; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Frühe Kindheit
Abstract	This article brings together two independent lines of research on numerally quantified expressions, e.g. two girls. One stems from work in linguistic theory and asks what truth conditional contributions such expressions make to the utterances in which they are used--in other words, what do numerals mean? The other comes from the study of language development and asks when and how children learn the meaning of such expressions. My goal is to show that when integrated, these two perspectives can both constrain and enrich each other in ways hitherto not considered. Specifically, work in linguistic theory suggests that in addition to their "exactly n" interpretation, numerally quantified NPs such as two hoops can also receive an "at least n" and an "at most n" interpretation, e.g. you need to put two hoops on the pole to win (i.e. at least two hoops) and you can miss two shots and still win (i.e. at most two shots). I demonstrate here through the results of three sets of experiments that by the age of 5 children have implicit knowledge of the fact that expressions like two N can be interpreted as "at least two N" and "at most two N" while they do not yet know the meaning of corresponding expressions such as at least/most two N which convey these senses explicitly. I show that these results have important implications for theories of the semantics of numerals and that they raise new questions for developmental accounts of the number vocabulary. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10