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All together now: disentangling semantics and pragmatics with together in child and adult language

Descriptive

TypeOfResource
Text
TitleInfo
Title
All together now: disentangling semantics and pragmatics with together in child and adult language
Name (authority = orcid); (authorityURI = http://id.loc.gov/vocabulary/identifiers/orcid.html); (type = personal); (valueURI = http://orcid.org/0000-0002-3773-3035)
NamePart (type = family)
Syrett
NamePart (type = given)
Kristen
Affiliation
Linguistics, Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Musolino
NamePart (type = given)
Julien
Affiliation
Psychology (New Brunswick), Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
Linguistics
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
Psychology (New Brunswick)
Name (authority = RutgersOrg-School); (type = corporate)
NamePart
School of Arts and Sciences (SAS) (New Brunswick)
Genre (authority = RULIB-FS)
Article, Refereed
Genre (authority = NISO JAV)
Accepted Manuscript (AM)
OriginInfo
Publisher
Taylor and Francis
DateIssued (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2015
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
PhysicalDescription
InternetMediaType
application/pdf
Extent
56 p.
Extension
DescriptiveEvent
Type
Citation
AssociatedObject
Name
Language Acquisition
Type
Journal
Relationship
Has part
Reference (type = url)
http://dx.doi.org/10.1080/10489223.2015.1067319
Identifier (type = volume and issue)
23(2)
Detail
175-197
DateTime (encoding = w3cdtf)
2015
Subject (authority = LCSH)
Topic
Pragmatics
Subject (authority = LCSH)
Topic
General semantics
Abstract (type = abstract)
The way in which an event is packaged linguistically can be informative about the number of participants in the event and the nature of their participation. At times, however, a sentence is ambiguous, and pragmatic information weighs in to favor one interpretation over another. Whereas adults may readily know how to pick up on such cues to meaning, children – who are generally naïve to such pragmatic nuances – may diverge and access a broader range of interpretations, or one disfavored by adults. A number of cases come to us from a now well established body of research on scalar implicatures and scopal ambiguity. Here, we complement this previous work with a previously uninvestigated example of the semantic-pragmatic divide in language development arising from the interpretation of sentences with pluralities and together. Sentences such as Two boys lifted a block (together) allow for either a Collective or a Distributive interpretation (one pushing event vs. two spatio temporally coordinated events). We show experimentally that children allow both interpretations in sentences with together, whereas adults rule out the Distributive interpretation without further contextual motivation. However, children appear to be guided by their semantics in the readings they access, since they do not allow readings that are semantically barred. We argue that they are unaware of the pragmatic information adults have at their fingertips, such as the conversational implicatures arising from the presence of a modifier, the probability of its occurrence being used to signal a particular interpretation among a set of alternatives, and knowledge of the possible lexical alternatives.
Note (type = version identification)
This is an Accepted Manuscript of an article published by Taylor & Francis in Language Acquisition on 02 July 2015, available online: http://www.tandfonline.com/doi/full/10.1080/10489223.2015.1067319.
Note (type = peerReview)
Peer reviewed
RelatedItem (type = host)
TitleInfo
Title
Syrett, Kristen
Identifier (type = local)
rucore30141300001
RelatedItem (type = host)
TitleInfo
Title
Musolino, Julien
Identifier (type = local)
rucore30189800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3WQ05SS
Genre (authority = ExL-Esploro)
Accepted Manuscript
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RightsDeclaration (AUTHORITY = FS); (ID = rulibRdec0004); (TYPE = [FS] statement #1)
Copyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsEvent
Type
Permission or license
AssociatedObject
Type
License
Name
Multiple author license v. 1
Detail
I hereby grant to Rutgers, The State University of New Jersey (Rutgers) the non-exclusive right to retain, reproduce, and distribute the deposited work (Work) in whole or in part, in and from its electronic format, without fee. This agreement does not represent a transfer of copyright to Rutgers. Rutgers may make and keep more than one copy of the Work for purposes of security, backup, preservation, and access and may migrate the Work to any medium or format for the purpose of preservation and access in the future. Rutgers will not make any alteration, other than as allowed by this agreement, to the Work. I represent and warrant to Rutgers that the Work is my original work. I also represent that the Work does not, to the best of my knowledge, infringe or violate any rights of others. I further represent and warrant that I have obtained all necessary rights to permit Rutgers to reproduce and distribute the Work and that any third-party owned content is clearly identified and acknowledged within the Work. By granting this license, I acknowledge that I have read and agreed to the terms of this agreement and all related RUcore and Rutgers policies.
RightsEvent
Type
Publication notice
Detail
This is an Accepted Manuscript of an article published by Taylor & Francis in Language Acquisition on 02 July 2015, available online: http://www.tandfonline.com/doi/full/10.1080/10489223.2015.1067319.
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RULTechMD (ID = TECHNICAL1)
ContentModel
Document
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