Development of Quantitative and Temporal Scalar Implicatures in a Felicity Judgment Task

Experimental investigations into children's interpretation of scalar terms show that children have difficulties with scalar implicatures in tasks. In contrast with adults, they are for instance not able to derive the pragmatic interpretation that "some" means "not all" (Noveck, 2001; Papafragou and Musolino, 2003). However, there is also substantial experimental evidence that children are not incapable of drawing scalar inferences and that they are aware of the pragmatic potential of scalar expressions. In these kinds of studies, the prime interest is to discover what conditions facilitate implicature production for children. One of the factors that seem to be difficult for children is the generation of the scalar alternative. In a Felicity Judgment Task (FJT) the alternative is given. Participants are presented with a pair of utterances and asked to choose the most felicitous description. In such a task, even 5-year-old children are reported to show a very good performance. Our study wants to build on this tradition, by using a FJT where not only "some-all" choices are given, but also "some-many" and "many-all." In combination with a manipulation of the number of successes/failures in the stories, this enabled us to construct control, critical and ambiguous items. We compared the performance of 59 5-year-old children with that of 34 11-year-old children. The results indicated that performance of both age groups was clearly above chance, replicating previous findings. However, for the 5-year-old children, the critical and ambiguous items were more difficult than the control items and they also performed worse on these two types of items than the 11-year-old children. Interestingly with respect to the issue of scalar diversity, the 11-year-old children were also presented temporal items, which turned out to be more difficult than the quantitative ones.

Publication year:2019

BOF-keylabel:yes

IOF-keylabel:yes

BOF-publication weight:1

CSS-citation score:1

Authors from:Higher Education

Accessibility:Open