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Quantity judgments and individuation: evidence that mass nouns count
It is suggested that children learning language parse words that refer to individuals as count nouns unless given morpho-syntactic and referential evidence to the contrary are acquired, in which case object-mass nouns are acquired. Expand
Using prosody to avoid ambiguity: Effects of speaker awareness and referential context
Abstract In three experiments, a referential communication task was used to determine the conditions under which speakers produce and listeners use prosodic cues to distinguish alternative meaningsExpand
The developing constraints on parsing decisions: The role of lexical-biases and referential scenes in child and adult sentence processing
Results indicate that adults combine lexical and referential information to determine syntactic choice and children rely exclusively on verb bias in their ultimate interpretation, which best support a constraint-based lexicalist account of parsing development. Expand
Online interpretation of scalar quantifiers: Insight into the semantics–pragmatics interface
In these studies, the visual-world paradigm is used as a test case for exploring the relations between semantic and pragmatic processes during language comprehension and quick resolution of the target is found, suggesting that previous delays were specifically linked to pragmatic analysis. Expand
How words can and cannot be learned by observation
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. Expand
Effects of prosodic and lexical constraints on parsing in young children (and adults).
  • J. Snedeker
  • Medicine, Psychology
  • Journal of memory and language
  • 1 February 2008
It is concluded that young children, like adults, can rapidly use both lexical and prosodic information sources to resolve structural ambiguities. Expand
Give and take: Syntactic priming during spoken language comprehension
In all experiments, participants who heard DO primes showed a greater preference for the recipient over the theme than those who heard PO primes, demonstrating across-verb priming during online language comprehension. Expand
Syntactic priming during language comprehension in three- and four-year-old children
Abstract We report two sets of experiments that demonstrate syntactic priming from comprehension to comprehension in young children. Children acted out double-object and prepositional-object dativeExpand
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. Expand
Why It Is Hard to Label Our Concepts.
The test bed for this question as raised in this chapter concerns the changing character of child vocabularies in the first three years of life, and two general kinds of explanations for these systematic asynchronies in aspects of vocabulary development are distinguished. Expand