Rees, Alice and Carter, Ellie and Bott, Lewis (2023) Priming scalar and ad hoc enrichment in children. Cognition, 239: 105572. ISSN 0010-0277
Full text not available from this repository.Abstract
Sentences can be enriched by considering what the speaker does not say but could have done. Children, however, struggle to derive one type of such enrichments, scalar implicatures. A popular explanation for this, the lexical alternatives account, is that they do not have lexical knowledge of the appropriate alternatives to generate the implicature. Namely, children are unaware of the scalar relationship between some and all. We conducted a priming study with N = 72 children, aged 5;1 years, and an adult sample, N = 51, to test this hypothesis. Participants were exposed to prime trials of strong, alternative, or weak sentences involving scalar or ad hoc expressions, and then saw a target trial that could be interpreted in either way. Consistent with previous studies, children were reluctant to derive scalar implicatures. However, there were two novel findings. (1) Children responded with twice the rate of ad hoc implicature responses than adults, suggesting that the implicature was the developmentally prior interpretation for ad hoc expressions. (2) Children showed robust priming effects, suggesting that children are aware of the scalar relationship between some and all, even if they choose not to derive the implicature. This suggests that the root cause of the scalar implicature deficit is not due to the absence of lexical knowledge of the relationship between some and all.