A puzzle about demonstratives and semantic competence

2016 ◽  
Vol 174 (3) ◽  
pp. 709-734 ◽  
Author(s):  
Jeff Speaks
Keyword(s):  
Author(s):  
Eros Corazza

In English, Italian, French, and Spanish (to name only a few languages), people’s names tend to suggest the referent’s gender. Thus “Paul,” “Paolo,” “Pierre,” and “Jesús” strongly suggest that their referent is male, while “Ortensia,” “Mary,” “Paola,” “Pauline,” and “Lizbeth” suggest that the referent is a female. To borrow the terminology introduced by Putnam, we can characterize the additional information conveyed by a name as stereotypical information. It doesn’t affect someone’s linguistic and semantic competence: one is not linguistically incompetent if one doesn’t know that “Sue” is used to refer to females. The argument here is that the stereotypical information conveyed by a name can be characterized along the lines of Grice’s treatment of generalized conversational implicatures and that anaphoric resolution exploits it.


The Monist ◽  
1979 ◽  
Vol 62 (2) ◽  
pp. 209-222 ◽  
Author(s):  
William G. Lycan ◽  
Keyword(s):  

2021 ◽  
pp. 15-35
Author(s):  
Eleni Peleki

THE LEXICAL AND SEMANTIC COMPETENCE OF MONO- AND MULTILINGUAL ELEMENTARY-AGED PUPILS – RESULTS OF AN EMPIRICAL STUDY This paper presents results of a research project on the lexical and semantic competence of 87 mono- and multilingual elementary school children in Bavaria. The gender perspective is also taken into account. The findings have important implications for the training and the practical work of teachers of German as a first and second language.


2004 ◽  
pp. 707-731
Author(s):  
Kent Johnson ◽  
Ernie Lepore
Keyword(s):  

2018 ◽  
Author(s):  
Dimitrios Skordos ◽  
Roman Feiman ◽  
Alan Bale ◽  
David Barner

Preschoolers often struggle to compute scalar implicatures (SI) involving disjunction (or), in which they are required to strengthen an utterance by negating stronger alternatives, e.g., to infer that, “The girl has an apple or an orange” likely means she doesn’t have both. However, recent reports surprisingly find that a substantial subset of children interpret disjunction as conjunction, concluding instead that the girl must have both fruits. According to these studies, children arrive at conjunctive readings not because they have a non-adult-like semantics, but because they lack access to the stronger scalar alternative and, and employ doubly exhaustified disjuncts when computing implicatures. Using stimuli modeled on previous studies, we test English-speaking preschoolers and replicate the finding that many children interpret or conjunctively. However, we speculate that conditions which replicate this finding may be pragmatically infelicitous, such that results do not offer a valid test of children’s semantic competence. We show that when disjunctive statements are uttered in contexts that render the speaker’s intended question more transparent, conjunctive readings disappear almost entirely.


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