Restrictions on addition
Children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German
Bibliographic Data
| ID | 20366990 |
|---|---|
| Authors | FRAUKE BERGER (University of Potsdam, corresponding author), Barbara Höhle (0000-0002-9240-6117, University of Potsdam) |
| Year | 2012 |
| Volume | 39 |
| Issue | 2 |
| Pages | 383-410 |
| Publication date | 2012-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000911000122 |
| PMID | 21791153 |
| OpenAlex | W2010077052 |
| Language | EN |
| Citations received | 19 |
| References cited | 27 |
Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three- and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch ‘also’ and with nur ‘only’. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity
Asymmetry · Cognitive psychology · German · Linguistics · Physics · Sentence · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Philosophy · Psychology · Reading and Literacy Development · Artificial Intelligence
Is Presupposition Development a Unified Phenomenon? A Commentary on Giunta and Pouscoulous
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Politeness
Counterfactuals
Language Comprehension, Inference, and Alternatives
Reference and Informativeness
Learning to Presuppose
You ‘again’
English-learning preschoolers can correctly parse and interpret negative sentences to guide their interpretations of novel noun and verb meanings
Pragmatics and epistemic vigilance
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Preschoolers’ comprehension of exhaustive focus
Learning to suspend implicated contrast
Two Experimental Studies of Children’s Comprehension of Presuppositional You ‘Again’ in Mandarin
Mandarin-speaking children’s acquisition of the additive particle ye ‘also’
Understanding Prosodic Focus Marking in Mandarin Chinese
Early birds
Presuppositions
When children are more logical than adults
Logic and Conversation
From scalar semantics to implicature
Focus identification in child Mandarin
Information structural constraints on children’s early language production
What Is Presupposition Accommodation, Again
Perspectives on Sentence Processing
Common Ground
Over-informative children
Presupposition and Anaphora
Message and emphasis
Production/comprehension asymmetries in language acquisition
The Meaning of Focus Particles
| Unique citing works | 19 |
|---|---|
| Citations per year | 2,11 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |