Amanda Pogue

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Much of our knowledge is acquired not from direct experience but through the speech of others. Speech allows rapid and efficient transfer of information that is otherwise not directly observable. Do infants recognize that speech, even if unfamiliar, can communicate about an important aspect of the world that cannot be directly observed: a person's(More)
When asked to 'find three forks', adult speakers of English use the noun 'fork' to identify units for counting. However, when number words (e.g. three) and quantifiers (e.g. more, every) are used with unfamiliar words ('Give me three blickets') noun-specific conceptual criteria are unavailable for picking out units. This poses a problem for young children(More)
Famously, dog bites man is trivia whereas man bites dog is news. This illustrates not just a fact about the world but about language: to know who did what to whom, we must correctly identify the mapping between semantic role and syntactic position. These mappings are typically predictable, and previous work demonstrates that young children are sensitive to(More)
According to Grice's (1975) Maxim of Quantity, rational talkers formulate their utterances to be as economical as possible while conveying all necessary information. Naturally produced referential expressions, however, often contain more or less information than what is predicted to be optimal given a rational speaker model. How do listeners cope with these(More)
To navigate many-to-many mappings between referents and linguistic expressions, listeners need to calibrate likelihood estimates for different referential expressions taking into account both the context and speaker-specific variation. Focusing on speaker variation, we present three experiments. Experiment 1 establishes that listeners generalize(More)
We investigated the role of spatio-temporal and kind information in children's early counting and quantification of sets. Previous studies report that children exhibit a spatio-temporal bias when counting, and count parts of broken objects as distinct individuals (Shipley & Shepperson, 1990). We explored whether this bias is restricted to counting, or(More)
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