The acquisition of disjunction: Evidence for a grammatical view of scalar implicatures

By Gennaro Chierchia, Stephen Crain, Maria Teresa Guasti, Andrea Gualmini, Luisa Meroni. 2001

276 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f91a9a3fe48a8c6fcf9ef6e74cc23af5ad8b8867

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Citations in the corpus

Why children and adults sometimes (but not always) compute implicatures (2005, background): “Chierchia et al. (2001) tested fifteen 5-year-old American children’s interpretation of the scalar term or using the TVJT.”
Scalar Implicatures in Child Language: Give Children a Chance (2012, methodology): “Experiment 5 specifically tests children on the Maxim of Quantity by contrasting some against all in a Felicity Judgment Task (Chierchia et al., 2001).”
Ad-hoc Implicature in Preschool Children (2015, background): “These include difficulties accessing the relevant lexical alternatives (e.g., “all” when “some” is mentioned; Barner & Bachrach, 2010 Chierchia et al., 2001;)”
Why children aren't universally successful with quantification (2006, methodology): “First, it is important to observe that our results replicate the findings of Musolino et al. (2000) in the case of sentences like Every N didn’t VP.”
Scalar implicatures in second language acquisition (2010, unknown): “Recent experimental investigations into children’s interpretations of scalar terms have concluded that preschool children and even children 8–10 years old are often insensitive to these implicational meanings (Chierchia et al., 2001; Musolino and Lidz, 2002; Noveck, 2001).”
Some utterances are underinformative: The onset and time course of scalar inferences (2004, background): “More recently, Chierchia (2004) and Chierchia, Crain, Guasti, Gualmini, and Meroni (2001) have essentially defended the strong default view by making a syntactic distinction with respect to scalar terms: when a scalar is embedded in a downward-entailing context (e.g., negations and question forms)”
At the Semantics / Pragmatics Interface in Child Language (2001, methodology): “It is important to observe that the Processing Limitation hypothesis put forth by Chierchia et al. (2001) differs from other proposals about children’s knowledge of pragmatic principles.”
Children interpret disjunction as conjunction: Consequences for theories of implicature and child development (2016, unknown): “…that (i) children at the relevant stage of development have acquired the inclusive disjunction semantics of or, as shown in previous studies (e.g., Chierchia et al. 2001, Gualmini et al. 2001, Crain 2008, Crain and Khlentzos 2010) and (ii) children have acquired the basic mechanism for computing…”