Quantity judgments and individuation: evidence that mass nouns count
Using prosody to avoid ambiguity: Effects of speaker awareness and referential context
How words can and cannot be learned by observation
- T. N. Medina, J. Snedeker, J. Trueswell, L. Gleitman
- PsychologyProceedings of the National Academy of Sciences
- 16 May 2011
These findings challenge current models of cross-situational learning which assert that multiple meaning hypotheses are stored and cross-tabulated via statistical procedures and appear to use a one-trial “fast-mapping” procedure, even under conditions of referential uncertainty.
Online interpretation of scalar quantifiers: Insight into the semantics–pragmatics interface
The developing constraints on parsing decisions: The role of lexical-biases and referential scenes in child and adult sentence processing
Effects of prosodic and lexical constraints on parsing in young children (and adults).
- J. Snedeker
- PsychologyJournal of Memory and Language
- 1 February 2008
Give and take: Syntactic priming during spoken language comprehension
Semantic meaning and pragmatic interpretation in 5-year-olds: evidence from real-time spoken language comprehension.
It is demonstrated that children interpret quantifiers on the basis of their semantic content and fail to generate scalar implicatures during online language comprehension.
Syntactic priming during language comprehension in three- and four-year-old children