
Experimental Pragmatics/Semantics
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- Experimental Pragmatics/Semantics
- Editorial page
- Title page
- LCC data
- Table of contents
- Preface
- List of contributors
- Introduction
- 1. Introduction
- 2. Testing for scalar implicatures
- 3. Varieties of pragmatic enrichment
- 4. Developmental pragmatics
- 5. Pragmatic impairment
- 6. Processing and the neuronal system
- 7. Variety of methodologies
- 8. The contributions to this volume
- Selected bibliography
- The development of conversational competence in children with Specific Language Impairment
- 1. Introduction
- 1.1 Children with Specific Language Impairment
- 1.2 Grice's maxims
- Quantity
- Quality
- Relation: Be relevant.
- Manner
- 2. Language-impaired children's conversational skills
- 2.1 General characteristics
- 2.2 Social skills of children with SLI
- 2.3 Adult interaction with language-impaired children
- 3. Language development and early performance on the maxims
- 3.1 Findings of previous studies
- 3.2 Limitations of previous studies
- 4. The present study
- 4.1 Research questions
- 4.2 Participants
- 4.3 Procedure
- 4.4 Results
- 5. Discussion
- 5.1 Violation categories and the maxims
- 5.2 Conversational skills of a language impaired child with higher cognitive and language skills
- 5.3 Quantifying and categorizing conversational violations by Children with SLI
- 5.4 Future directions
- 6. Summary
- References
- Appendix
- The impact of literal meaning on what-is-said
- 1. Contextualism: The state of the debate
- 2. Experimental approaches
- 2.1 Noveck and Sperber
- 2.2 Gibbs and Moise
- 2.3 Nicolle and Clark
- 2.4 The status of implicatures
- 3. The method of the study
- 4. Discussion of the results
- 5. Summary
- References
- Appendix
- Discourse under control in ambiguous sentences
- 1. Introduction
- 2. Satisfaction of the Question-Answer-Requirement
- 3. Non-adult interpretations with modals
- 3.1 Experiment I: Children's interpretation of potere and negation in Italian
- 3.2 Experiment II: Evaluation of the Question-Answer-Requirement
- 4. General discussion
- 5. Summary
- References
- Pragmatic children
- 1. Introduction
- 2. Focus particles and children's acquisition task
- 3. Previous studies on children's comprehension of sentences with only
- 4. The study
- 4.1 Experiment 1
- 4.1.1 Participants
- 4.1.2 Materials and procedure
- 4.1.3 Results
- 4.1.4 Discussion
- 4.2 Experiment 2
- 4.2.1 Participants
- 4.2.2 Material and procedure
- 4.2.3 Results
- 4.2.4 Discussion
- 5. General Discussion
- References
- Appendix A
- Appendix B
- Adult response uniformity distinguishes semantics from pragmatics
- 1. Introduction
- 2. Some of) the semantic and pragmatic meanings of coordination
- 2.1 Truth-conditional semantic meaning
- 2.2 Pragmatic meaning
- 2.3 Non-truth-conditional arbitrary meaning
- 3. Hypotheses and predictions
- 3.1 Hypotheses and predictions for adults
- 3.2 Hypotheses and predictions for children
- 4. The experiment
- 4.1 The task and materials
- 4.1.1 Condition 1
- 4.1.2 Condition 2
- 4.1.3 Condition 3
- 4.1.4 Condition 4
- 4.1.5 Condition 5
- 4.1.6 Condition 6
- 4.2 Participants
- 5. Results and discussion
- 5.1 The adult results
- 5.1.1 Semantic meaning
- 5.1.2 Pragmatic meaning
- 5.2 The child results
- 5.2.1 Semantic meaning
- 5.2.2 Pragmatic meaning
- 5.3 Summary of results
- 6. Summary and general discussion
- 6.1 Adult response (non)uniformity for semantics and pragmatics
- 6.2 Interpreting child responses to tests of semantic and pragmatic meaning
- 7. Response uniformity cross-linguistically
- 8. Theoretical and experimental criteria for distinguishing semantics and pragmatics
- 9. Conclusions
- References
- Numerals and scalar implicatures
- 1. Introduction
- 2. An overview of theoretical approaches to Scalar Implicatures
- 3. Numerals and Scalar Implicatures
- 4. Experiment 1: An off line semantic judgment test
- 5. Experiment 2: An online processing experiment
- 6. Conclusions
- References
- Meaning in the objects
- 1. Introduction
- 1.1 A symbol influences object perception
- 1.2 Semiotic character of objects
- 2. Method
- 2.1 Subjects
- 2.2 Stimuli
- 2.3 Procedure
- 2.4 Category system for nonverbal performance
- 3. Results and Discussion
- 3.1 Cross-linguistic findings on age, lexicon and performance
- 3.2 Gestural type in canonical vs. noncanonical settings
- 3.3 Discussion
- 3.4 Conclusions
- References
- Appendix
- Blocking modal enrichment (Tatsächlich)
- 1. Introduction
- 2. Modal enrichment
- 3. Blocking modal enrichment
- 4. Discussion
- 5. Conclusion
- References
- The hepatitis called .
- 1. Introduction
- 2. Enriched composition
- 3. Revious electrophysiological evidence
- 4. Empirical evidence for enriched composition during reference transfer
- 4.1 ERP study
- 4.2 Norming study
- 5. General Discussion
- The role of QUD and focus on the scalar implicature of most
- 1. Introduction
- 2. Experiment 1
- 2.1 Setup and items
- 2.2 Design
- 2.3 Participants and procedure
- 2.4 Results and discussion
- Results of the wh-QUD conditions
- Results of the yes/no-QUD conditions
- 3. Experiment 2
- 3.1 Setup, items, design and procedure
- 3.2 Participants
- 3.3 Results and Discussion
- 4. General Discussion
- 5. Conclusion
- References
- Index
- The series Linguistik Aktuell/Linguistics Today
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