Experimental Pragmatics Semantics (Linguistik Aktuell Linguistics Today)

Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Preface......Page 8
List of contributors\r......Page 10
1. Introduction......Page 12
2. Testing for scalar implicatures......Page 14
3. Varieties of pragmatic enrichment......Page 16
4. Developmental pragmatics......Page 17
5. Pragmatic impairment......Page 20
6. Processing and the neuronal system......Page 21
8. The contributions to this volume......Page 22
Selected bibliography......Page 24
1.1 Children with Specific Language Impairment......Page 30
1.2 Grice’s maxims......Page 31
2.1 General characteristics......Page 32
2.2 Social skills of children with SLI......Page 34
3.1 Findings of previous studies......Page 35
3.2 Limitations of previous studies......Page 38
4.1 Research questions......Page 39
4.2 Participants......Page 40
4.3 Procedure......Page 41
4.4 Results......Page 42
5.1 Violation categories and the maxims......Page 44
5.2 Conversational skills of a language impaired child with higher cognitive and language skills......Page 47
5.4 Future directions......Page 48
References......Page 51
Appendix......Page 53
1. Contextualism: The state of the debate......Page 54
2.1 Noveck and Sperber......Page 58
2.2 Gibbs and Moise......Page 59
2.3 Nicolle and Clark......Page 61
2.4 The status of implicatures......Page 64
3. The method of the study......Page 65
4. Discussion of the results......Page 67
5. Summary......Page 70
References......Page 71
Appendix......Page 72
1. Introduction......Page 74
2. Satisfaction of the Question-Answer-Requirement......Page 76
3. Non-adult interpretations with modals......Page 78
3.1 Experiment I: Children’s interpretation of potere and negation in Italian......Page 80
3.2 Experiment II: Evaluation of the Question-Answer-Requirement......Page 83
4. General discussion......Page 85
References......Page 87
1. Introduction......Page 90
2. Focus particles and children’s acquisition task......Page 91
3. Previous studies on children’s comprehension of sentences with only......Page 94
4.1.2 Materials and procedure......Page 98
4.1.3 Results......Page 99
4.1.4 Discussion......Page 100
4.2 Experiment 2......Page 101
4.2.2 Material and procedure......Page 102
4.2.3 Results......Page 103
4.2.4 Discussion......Page 104
5. General Discussion......Page 105
References......Page 108
Appendix B......Page 110
Adult response uniformity distinguishes semantics from pragmatics......Page 112
1. Introduction......Page 113
2.1 Truth-conditional semantic meaning......Page 114
2.3 Non-truth-conditional arbitrary meaning......Page 115
3.1 Hypotheses and predictions for adults......Page 116
3.2 Hypotheses and predictions for children......Page 117
4.1.1 Condition 1......Page 120
4.1.3 Condition 3......Page 121
4.1.6 Condition 6......Page 122
5. Results and discussion......Page 123
5.1.2 Pragmatic meaning......Page 124
5.2.1 Semantic meaning......Page 125
5.3 Summary of results......Page 126
6.1 Adult response (non)uniformity for semantics and pragmatics......Page 127
6.2 Interpreting child responses to tests of semantic and pragmatic meaning......Page 128
7. Response uniformity cross-linguistically......Page 130
8. Theoretical and experimental criteria for distinguishing \nsemantics and pragmatics......Page 135
References......Page 137
1. Introduction......Page 140
2. An overview of theoretical approaches to Scalar Implicatures......Page 142
3. Numerals and Scalar Implicatures......Page 144
4. Experiment 1: An off line semantic judgment test......Page 149
5. Experiment 2: An online processing experiment......Page 151
6. Conclusions......Page 158
References......Page 160
1. Introduction......Page 162
1.1 A symbol influences object perception......Page 163
1.2 Semiotic character of objects......Page 164
2.1 Subjects......Page 169
2.2 Stimuli......Page 170
2.3 Procedure......Page 171
2.4 Category system for nonverbal performance......Page 172
3.1 Cross-linguistic findings on age, lexicon and performance......Page 175
3.2 Gestural type in canonical vs. noncanonical settings......Page 176
3.3 Discussion......Page 181
3.4 Conclusions......Page 183
References......Page 184
Appendix......Page 187
1. Introduction......Page 188
2. Modal enrichment......Page 190
3. Blocking modal enrichment......Page 197
4. Discussion......Page 202
5. Conclusion......Page 207
References......Page 208
1. Introduction......Page 210
2. Enriched composition......Page 211
3. Revious electrophysiological evidence......Page 215
4.1 ERP study......Page 218
4.2 Norming study......Page 223
5. General Discussion......Page 225
1. Introduction......Page 232
2.1 Setup and items......Page 238
2.3 Participants and procedure......Page 240
Results of the wh-QUD conditions......Page 241
Results of the yes/no-QUD conditions......Page 243
3.1 Setup, items, design and procedure......Page 244
3.3 Results and Discussion......Page 245
4. General Discussion......Page 246
5. Conclusion......Page 248
References......Page 249
Index......Page 250
The series Linguistik Aktuell/Linguistics Today......Page 252