The Oxford Handbook of Experimental Semantics and Pragmatics by Chris Cummins -- Read -- Imperial Library of Trantor

Index

Cover Page Halftitle Page Series Page Title Page Copyright Page Contents Acknowledgements List of Figures and Tables List of Abbreviations The Contributors 1. Introduction 2. Language Comprehension, Inference, and Alternatives

2.1 The study of inference in language comprehension 2.2 Developmental evidence: Successes and ‘failures’ 2.3 Scalar implicature 2.4 Quantifier spreading 2.5 An alternative 2.6 Concluding remarks

3. Constraint-based Pragmatic Processing

3.1 The problem 3.2 Constraint-based approaches to language 3.3 Leading example: Scalar implicature, the drosophila of experimental pragmatics 3.4 Constraint-based approaches to pragmatics 3.5 Constraints involved in pragmatic processing 3.6 Constraint-based approaches to scalar implicature processing 3.7 Constraint-based approaches in other areas of pragmatics 3.8 Information integration 3.9 Quo vadis, constraint-based pragmatics? 3.10 Conclusion

4. Scalar Implicatures

4.1 Introduction 4.2 Scalar implicature 4.3 Experimental research at the language-gricean interface 4.4 How a gricean system might integrate linguistic and non-linguistic functions into utterance interpretation 4.5 Conclusions—back to the origins of a gricean system

5. Event (De)composition

5.1 Introduction 5.2 Decomposition and event structure 5.3 The manner and result of events in the encoding of verbal roots 5.4 The temporal boundaries of events and the encoding of verb phrases 5.5 Participants in events and the (implicit) encoding of arguments 5.6 Summary

6. Presuppositions, Projection, and Accommodation

6.1 Current issues in presupposition theory 6.2 Presupposition interpretation in experimental tasks 6.3 The interpretation of triggers in embedded environments 6.4 Presuppositions in discourse 6.5 Conclusion and outlook

7. Spatial Terms

7.1 Introduction 7.2 Location terms 7.3 Motion terms 7.4 Frames of reference terms 7.5 Does spatial language affect spatial cognition? 7.6 Concluding remarks

8. Counterfactuals

8.1 How are counterfactual situations established? 8.2 Counterfactual reasoning patterns 8.3 How might counterfactuals be represented during comprehension? 8.4 Empirical evidence for multiple representations of counterfactuals 8.5 Counterfactual thinking and social cognition 8.6 Summary

9. Distributivity

9.1 Introduction to distributivity 9.2 Lexically-encoded distributivity 9.3 Development of the understanding of the distributivity of each 9.4 Real-time behavioural measures of distributivity and each 9.5 COnclusions

10. Genericity

10.1 Introduction 10.2 What is genericity? 10.3 Accounts of genericity 10.4 Experimental approaches to genericity 10.5 Reflection on the experimental literature on genericity 10.6 Conclusion

11. Modified Numerals

11.1 Introduction 11.2 Ignorance inferences 11.3 Variation/distributivity effects 11.4 Discussion/conclusion

12. Negation

12.1 Negation processing: The extra effort and the role of the positive argument 12.2 The representation of the positive argument: When it happens and when it doesn’t 12.3 Negation is not difficult with context 12.4 Negation has rich pragmatic effects 12.5 Accounts of negative sentence processing 12.6 Conclusion

13. Plurality

13.1 Introduction 13.2 The implicature approach 13.3 Ambiguity-based approaches and their predictions 13.4 General discussion 13.5 Concluding remarks

14. Quantification

14.1 Introduction: What is quantifier scope? 14.2 Factors influencing the grammar and processing of quantifier scope 14.3 The difficulty of processing inverse scope: Empirical findings 14.4 Processing theories of quantifier scope 14.5 COnclusion: Bringing it all together

15. Quantifier Spreading

15.1 Initial descriptions of errors with universal quantifiers 15.2 Logical errors in syllogistic reasoning 15.3 Structure-neutral representations of sentences with universal quantification 15.4 Distinguishing the meanings of all and each 15.5 The event quantification hypothesis and related syntactic accounts of quantifier spreading 15.6 Children’s errors may reflect task demands, not faulty grammar 15.7 Eye-tracking studies of quantifier spreading 15.8 Conclusion

16. Adjective Meaning and Scales

16.1 Introduction 16.2 Reinforcing intuition-based data 16.3 Going beyond intuitions l6.5 Notes on methodology 16.6 Conclusions

17. Ironic Utterances

17.1 Grice: Bringing an attitude 17.2 The psycholinguistic approach to irony 17.3 Theory of mind 17.4 Reintroducing theory of mind to language processing 17.5 Reconciling theoretical pragmatic approaches with psycholinguistic methods: Doing experimental pragmatics 17.6 Conclusions

18. Metaphor

18.1 Introduction 18.2 Metaphor and literal meaning 18.3 How are metaphors processed? 18.4 Various metaphors, various tropes 18.5 How children interpret metaphors 18.6 Conclusion

19. Metonymy

19.1 Types and functions 19.2 Meaning alternations 19.3 Multiple senses vs. extended senses 19.4 Towards an account of meaning constitution 19.5 Metonymy and language acquisition 19.6 Metonymy and language deficits 19.7 Future directions

20. Vagueness

20.1 Introduction 20.2 Theories of vagueness 20.3 Experimental research on the borderline 20.4 Beyond borderline contradictions 20.5 Concluding remarks

21. Verbal Uncertainty

21.1 Introduction 21.2 Overview of methods 21.3 Overview of findings 21.4 Conclusion

22. Word Senses

22.1 The structure of lexical flexibility 22.2 Lexical representation of word senses 22.3 Why do words have distinct senses? 22.4 Discussion

23. Antecedent-contained Deletion

23.1 Introduction to the phenomenon 23.2 Investigations of acd in child language acquisition 23.3 Investigations of acd in adult grammar 23.4 Conclusions and future directions for research on acd

24. Exhaustivity in it-clefts

24.1 Introduction 24.2 The theoretical options 24.3 Experimental evidence 24.4 Discussion 24.5 Conclusion

25. Focus

25.1 Attention, memory, and depth of processing 25.2 Focus and syntactic ambiguity resolution 25.3 Focus and interpretation 25.4 Cues to focus structure 25.5 Future directions

26. Negative Polarity Items

26.1 Introduction: What is an npi? 26.2 Linguistic properties 26.3 Processing negative polarity items 26.4 Acquiring negative polarity items 26.5 Conclusions and future directions

27. Pronouns

27.1 One pronoun, many factors, different modelling approaches 27.2 Stop looking at pronouns to understand pronouns 27.3 Likely messages and likely forms 27.4 Pronouns in a generative model: A bayesian approach 27.5 How does a generative model clarify pronoun puzzles?

28. Reference and Informativeness

28.1 The problem of referential choice 28.2 Theoretical approaches to the production of referential forms 28.3 Real-life reference production: Contextual constraints on referential choice 28.4 Future directions in reference production 28.5 Chapter summary

29. Prosody and Meaning

29.1 Introduction 29.2 Prosody: A brief primer 29.3 The production of prosodically realized focus 29.4 The perception and interpretation of prosodically realized focus 29.5 Concluding remarks

30. Politeness

30.1 A brief overview of politeness theories 30.2 Tests of brown & levinson’s MODEL 30.3 Social interactional determinants of politeness 30.4 Politeness, reasoning, and the communication of uncertainty 30.5 Processing politeness 30.6 Conclusion

31. Theory of Mind

31.1 Introduction 31.2 Belief reasoning: At what age, and when? 31.3 Theory of mind, language and pragmatics: Relations and parallels 31.4 Two-year-olds: Do they know better now than thirty years ago? 31.5 Three-year-olds’ understanding of factivity: We know, or we think? 31.6 Early referential communication: Engagement and disengagement 31.7 Preschoolers’ reasoning about others’ perceptions: From seeing to knowing 31.8 Summary and conclusions

32. Turn-taking

32.1 The rules 32.2 Issues and controversies 32.3 Research methods for investigating turn-taking 32.4 Validity issues 32.5 Summary

References Index

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