Other Areas of Linguistics

This short paper describes a perspective on questions which does not view wh-words as existential quantifiers or as expressions introducing a quantificational domain, but rather as indeterminate referential expressions (Dotlačil and Roelofsen 2019). The proposal is programmatic in nature, and several aspects of it remain to be worked out in greater detail. I argue, however, that it has several potential benefits, including a principled account of weak and strong question interpretations, a uniform analysis of single-wh and multiple-wh questions, and an (...) account of the typologically widespread similarity between interrogative and indefinite pronouns which, unlike previous approaches, can explain the observation that if a language contains interrogative and indefinite pronouns which are similar in form but non-identical (e.g., where and somewhere), the indefinite pronouns are always morphologically more complex than the interrogative pronouns, and never the other way around (Haspelmath 1997). The tentative proposal is that an interrogative pronoun involves complete indeterminacy in the sense that it does not only leave open what its referential value is but also whether it has a referential value at all. For instance, where is completely indeterminate, permitting lack of a referential value. The ‘some’ in somewhere eliminates this possibility and thereby exerts existential force. (shrink)

The paper outlines the analysis of certain question types in the Commitment Space framework, as presented in Krifka (2015). The two basic ideas are: Assertions and most questions involve commitments of speaker and addressee to the truth of a proposition, and questions consist in restricting the continuation of the conversation to answers to the question. The main focus is on breadth, not depth and the detailed comparison with alternative approaches, and on semantic modelling, not on the syntactic and prosodic realizations. (...) Topics are polar questions and their bias, alternative questions, constituent questions, high negation in questions, declarative questions, root vs. embedded questions, and deliberative questions. (shrink)

This book discusses developments in the study of implicatures and presuppositions, drawing on recent linguistic and psycholinguistic literature. It provides original discussions of specific formal aspects of the theoretical reconstruction of these phenomena. The authors offer innovative experimental analyses in which crucial processing questions are addressed, and new experimental methodologies are introduced. The result is an advanced debate featuring broad empirical coverage of the issues, as well as an informed discussion of the connections between a Compositional Semantics and a Pragmatic (...) Theory of Implicit Communication, in light of the empirical data coming from Experimental Semantics and Pragmatics. This book will be a worthwhile read for those with interests in both the formal and methodological aspects of these arguments. (shrink)

Impairments in pragmatic abilities, that is, difficulties with appropriate use and interpretation of language – in particular, non-literal uses of language – are considered a hallmark of Autism Spectrum Conditions (ASC). Despite considerable research attention, these pragmatic difficulties are poorly understood. In this paper, we discuss and evaluate existing hypotheses regarding the literalism of ASC individuals, that is, their tendency for literal interpretations of non-literal communicative intentions, and link them to accounts of pragmatic development in neurotypical children. We present evidence (...) that reveals a developmental stage at which neurotypical children also have a tendency for literal interpretations and provide a possible explanation for such behaviour, one that links it to other behavioural, rule-following, patterns typical of that age. We then discuss extant evidence that shows that strict adherence to rules is also a widespread feature in ASC, and suggest that literalism might be linked to such rule-following behaviour. (shrink)

Theories of relations between language and conceptual development benefit from empirical evidence for concepts available in infancy, but such evidence is comparatively scarce. Here, we examine early representations of specific concepts, namely, sets of dynamic events corresponding either to predicates involving two variables with a reversible, asymmetric relation between them (such as the set of all events that correspond to a linguistic phrase like “a dog is pushing a car,”) or to comparatively simpler, one-variable predicates (such as the set of (...) events corresponding to a phrase like “a dog is jumping.”). We develop a non-linguistic, anticipatory eye-tracking task that can be administered to both infants and adults, and we use this task to gather evidence for the formation and use of such one-and two-place-predicate classes (which we refer to as event sortals) in 12–24-mo-old infants, and in adults with and without concurrent verbal prose shadowing. Using visually similar stimuli for both the simpler (one-place) and the more complex (reversible, asymmetric, two-place) concepts, we find that infants only show evidence for forming and generalizing one-place event sortals, and, while adults succeed with both kinds in the absence of verbal shadowing, shadowing hampers their ability to form and use the asymmetric two-place event sortals. In a subsequent experiment with adults, we find that if the shadowing material is grammatically impoverished, adults now succeed in forming and using both one- and two-place event sortals. We discuss implications of these results for theories of concept acquisition, and the role of language in this process. (shrink)

Non-native listeners deal with adverse listening conditions in their daily life much harder than native listeners. However, previous work in our laboratories found that native Chinese listeners with native English exposure may improve the use of temporal fluctuations of noise for English vowel identification. The purpose of this study was to investigate whether Chinese listeners can generalize the use of temporal cues for the English sentence recognition in noise. Institute of Electrical and Electronics Engineers sentence recognition in quiet condition, stationary (...) noise, and temporally-modulated noise were measured for native American English listeners, native Chinese listeners in the United States, and native Chinese listeners in China. Results showed that in general, EN listeners outperformed the two groups of CN listeners in quiet and noise, while CNU listeners had better scores of sentence recognition than CNC listeners. Moreover, the native English exposure helped CNU listeners use high-level linguistic cues more effectively and take more advantage of temporal fluctuations of noise to process English sentence in severely degraded listening conditions [i.e., the signal-to-noise ratio of −12 dB] than CNC listeners. These results suggest a significant effect of language experience on the auditory processing of both speech and noise. (shrink)

This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning (...) decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons. (shrink)

The idea that the form of a word reflects information about its meaning has its roots in Platonic philosophy, and has been experimentally investigated for concrete, sensory-based properties since the early 20th century. Here, we provide evidence for an abstract property of ‘boundedness’ that introduces a systematic, iconic bias on the phonological expectations of a novel lexicon. We show that this abstract property is general across events and objects. In Experiment 1, we show that subjects are systematically more likely to (...) associate sign language signs that end with a gestural boundary with telic verbs (denoting events with temporal boundaries, e.g., die, arrive) and with count nouns (denoting objects with spatial boundaries, e.g., ball, coin). In Experiments 2–3, we show that this iconic mapping acts on conceptual representations, not on grammatical features. Specifically, the mapping does not carry over to psychological nouns (e.g. people are not more likely to associate a gestural boundary with idea than with knowledge). Although these psychological nouns are still syntactically encoded as either count or mass, they do not denote objects that are conceived of as having spatial boundaries. The mapping bias thus breaks down. Experiments 4–5 replicate these findings with a new set of stimuli. Finally, in Experiments 6–11, we explore possible extensions to a similar bias for spoken language stimuli, with mixed results. Generally, the results here suggest that ‘boundedness’ of words' referents (in space or time) has a powerful effect on intuitions regarding the form that the words should take. (shrink)

Lying is an important moral phenomenon that most people are affected by on a daily basis—be it in personal relationships, in political debates, or in the form of fake news. Nevertheless, surprisingly little is known about what actually constitutes a lie. According to the traditional definition of lying, a person lies if they explicitly express something they believe to be false. Consequently, it is often assumed that people cannot lie by more indirectly communicating believed‐false claims, for instance by merely conversationally (...) implicating them. In this paper, we subject this claim to an empirical test. In a preregistered study of 300 participants, we investigate how people judge cases of implicit deceptions that would usually be excluded by the traditional definition of lying (i.e., conversational implicatures, presuppositions, and nonverbal actions). Our results show that people do in fact consider it possible to lie by indirect means, suggesting that people have a broader concept of lying than is usually assumed. Moreover, our findings indicate that lie judgments are closely tied to the extent to which agents are perceived as having committed themselves to the believed‐false claims they have communicated. We discuss the implications of our results for the traditional definition of lying and propose a new commitment‐based definition of lying that can account for the findings of our experiment. (shrink)

A fundamental aspect of human cognition is the ability to parse our constantly unfolding experience into meaningful representations of dynamic events and to communicate about these events with others. How do we communicate about events we have experienced? Influential theories of language production assume that the formulation and articulation of a linguistic message is preceded by preverbal apprehension that captures core aspects of the event. Yet the nature of these preverbal event representations and the way they are mapped onto language (...) are currently not well understood. Here, we review recent evidence on the link between event conceptualization and language, focusing on two core aspects of event representation: event roles and event boundaries. Empirical evidence in both domains shows that the cognitive representation of events aligns with the way these aspects of events are encoded in language, providing support for the presence of deep homologies between linguistic and cognitive event structure. (shrink)

This paper presents a study of the effect of working memory load on the interpretation of pronouns in different discourse contexts: stories with and without a topic shift. We discuss a computational model (in ACT‐R, Anderson, 2007) to explain how referring expressions are acquired and used. On the basis of simulations of this model, it is predicted that WM constraints only affect adults' pronoun resolution in stories with a topic shift, but not in stories without a topic shift. This latter (...) prediction was tested in an experiment. The results of this experiment confirm that WM load reduces adults' sensitivity to discourse cues signaling a topic shift, thus influencing their interpretation of subsequent pronouns. (shrink)

Recent studies indicate that indicative conditionals like "If people wear masks, the spread of Covid-19 will be diminished" require a probabilistic dependency between their antecedents and consequents to be acceptable (Skovgaard-Olsen et al., 2016). But it is easy to make the slip from this claim to the thesis that indicative conditionals are acceptable only if this probabilistic dependency results from a causal relation between antecedent and consequent. According to Pearl (2009), understanding a causal relation involves multiple, hierarchically organized conceptual dimensions: (...) prediction, intervention, and counterfactual dependence. In a series of experiments, we test the hypothesis that these conceptual dimensions are differentially encoded in indicative and counterfactual conditionals. If this hypothesis holds, then there are limits as to how much of a causal relation is captured by indicative conditionals alone. Our results show that the acceptance of indicative and counterfactual conditionals can become dissociated. Furthermore, it is found that the acceptance of both is needed for accepting a causal relation between two co-occurring events. The implications that these findings have for the hypothesis above, and for recent debates at the intersection of the psychology of reasoning and causal judgment, are critically discussed. Our findings are consistent with viewing indicative conditionals as answering predictive queries requiring evidential relevance (even in the absence of direct causal relations). Counterfactual conditionals in contrast target causal relevance, specifically. Finally, we discuss the implications our results have for the yet unsolved question of how reasoners succeed in constructing causal models from verbal descriptions. (shrink)

Past work has shown systematic differences between Easterners' and Westerners' intuitions about the reference of proper names. Understanding when these differences emerge in development will help us understand their origins. In the present study, we investigate the referential intuitions of English- and Chinese-speaking children and adults in the U.S. and China. Using a truth-value judgment task modeled on Kripke's classic Gödel case, we find that the cross-cultural differences are already in place at age seven. Thus, these differences cannot be attributed (...) to later education or enculturation. Instead, they must stem from differences that are present in early childhood. We consider alternate theories of reference that are compatible with these findings and discuss the possibility that the cross-cultural differences reflect differences in perspective-taking strategies. (shrink)

In two independent yet complementary studies, the current research explored the developmental changes of young children’s conceptualization of learning, focusing the role of knowledge change and learning intention, and its association with their developing theory of mind ability. In study 1, 75 children between 48 and 86 months of age judged whether a character with or without a genuine knowledge change had learned. The results showed that younger children randomly attributed learning between genuine knowledge change and accidental coincidence that did (...) not involve knowledge change. Children’s learning judgments in familiar contexts improved with age and correlated with their ToM understanding. However, the correlation was no longer significant once age was held constant. Another sample of 72 children aged between 40 and 90 months participated in study 2, where children were asked to judge whether the story protagonists intended to learn and whether they eventually learned. The results suggested that children over-attributed learning intention to discovery and implicit learning. Stories with conflict between the learning intention and outcome appeared to be most challenging for children. Children’s intention judgment was correlated with their ToM understanding, and ToM marginally predicted intention judgment when the effect of age was accounted for. The implication of the findings for school readiness was discussed. Training studies and longitudinal designs in the future are warranted to better understand the relation between ToM development and children’s learning understanding. (shrink)

Upon hearing “Some of Michelangelo’s sculptures are in Rome,” adults can easily generate a scalar implicature and infer that the intended meaning of the utterance corresponds to “Some but not all Michelangelo’s sculptures are in Rome.” Comprehension experiments show that preschoolers struggle with this kind of inference until at least 5 years of age. Surprisingly, the few studies having investigated children’s production of scalar expressions like some and all suggest that production is adult-like already in their third year of life. (...) Thus, children’s production of implicatures seems to develop at least 2 years before their comprehension of implicatures. In this paper, we present a novel account of scalar implicature generation in the framework of Bidirectional Optimality Theory: the Asymmetry Account. We show that the production–comprehension asymmetry is predicted to emerge because the comprehension of some requires the hearer to consider the speaker’s perspective, but the production of some does not require the speaker to consider the hearer’s perspective. Hence, children’s comprehension of scalar expressions, but not their production of scalar expressions, is predicted to be related to their theory of mind development. Not possessing fully developed theory of mind abilities yet, children thus have difficulty in comprehending scalar expressions such as some in an adult-like way. Our account also explains why variable performance is found in experimental studies testing children’s ability to generate scalar implicatures; moreover, it describes the differences between children’s and adults’ implicature generation in terms of their ability to recursively apply theory of mind; finally, it sheds new light on the question why the interpretation of numerals does not require implicature generation. (shrink)

Phonemes have variant pronunciations depending on context. For instance, in American English, the [t] in pat [pæt] and the [d] in pad [pæd] are both realized with a tap [ɾ] when the –ing suffix is attached, [pæɾɪŋ]. We show that despite greater distributional and acoustic support for the [t]-tap alternation, 12-month-olds successfully relate taps to stems with a perceptually-similar final [d], not the dissimilar final-[t]. Thus, distributional learning of phonological alternations is constrained by infants' preference for the alternation of perceptually-similar (...) segments. Further, the ability to relate variant surface forms emerges between 8- and 12-months. Our findings of biased learning provide further empirical support for a role for perceptual similarity in the acquisition of linguistically-relevant categories. We discuss the implications of our findings for phonological theory, language acquisition and models of the mental lexicon. (shrink)

Procedures were designed to test for the effects of working-memory training on children at risk of fluency difficulty that apply to English and to many of the languages spoken by children with English as an Additional Language (EAL) in UK schools. Working-memory training should: (1) improve speech fluency in high-risk children; (2) enhance non-word repetition (NWR) (phonological) skills for all children; (3) not affect word-finding abilities. Children starting general education (N = 232) were screened to identify those at risk of (...) fluency difficulty. Children were selected who were at high-risk (12), or low-risk (27) of fluency difficulty. For the low-risk children 10 received, and 17 did not receive, the working-memory training. All children in the treatment groups received working-memory training over a 2-week period. For the high-risk group, fluency improved and lasted for at least a week after the end of the study. Phonological skills improved in this group and in the low-risk group who received the training and the improvements continued for at least a week. The low-risk group who did not receive working-memory training showed no improvements, and no group improved word-finding ability. (shrink)

Measuring event-related potentials (ERPs) has been fundamental to our understanding of how language is encoded in the brain. One particular ERP response, the N400 response, has been especially influential as an index of lexical and semantic processing. However, there remains a lack of consensus on the interpretation of this component. Resolving this issue has important consequences for neural models of language comprehension. Here we show that evidence bearing on where the N400 response is generated provides key insights into what it (...) reflects. A neuroanatomical model of semantic processing is used as a guide to interpret the pattern of activated regions in functional MRI, magnetoencephalography and intracranial recordings that are associated with contextual semantic manipulations that lead to N400 effects. (shrink)

Among theories of human language comprehension, cue‐based memory retrieval has proven to be a useful framework for understanding when and how processing difficulty arises in the resolution of long‐distance dependencies. Most previous work in this area has assumed that very general retrieval cues like [+subject] or [+singular] do the work of identifying (and sometimes misidentifying) a retrieval target in order to establish a dependency between words. However, recent work suggests that general, handpicked retrieval cues like these may not be enough (...) to explain illusions of plausibility (Cunnings & Sturt, 2018), which can arise in sentences like The letter next to the porcelain plate shattered. Capturing such retrieval interference effects requires lexically specific features and retrieval cues, but handpicking the features is hard to do in a principled way and greatly increases modeler degrees of freedom. To remedy this, we use well‐established word embedding methods for creating distributed lexical feature representations that encode information relevant for retrieval using distributed retrieval cue vectors. We show that the similarity between the feature and cue vectors (a measure of plausibility) predicts total reading times in Cunnings and Sturt’s eye‐tracking data. The features can easily be plugged into existing parsing models (including cue‐based retrieval and self‐organized parsing), putting very different models on more equal footing and facilitating future quantitative comparisons. (shrink)

A recent view in contemporary epistemology holds that practical reasoning is governed by an epistemic norm. Evidence for the existence of this norm is provided by the ways in which we assess our actions and reasoning on the basis of whether certain epistemic conditions are satisfied. Philosophers disagree on what this norm is—whether it is knowledge, justified belief or something else. Nobody however challenges the claim that practical reasoning is governed by such a norm. I argue that assuming the existence (...) of an epistemic norm of practical reasoning is neither the only nor the best way to accommodate the available data. I introduce and defend an alternative account that avoids the assumption. According to this account, the relevant epistemic assessments of action and reasoning are instrumental assessments relative to the regulation conditions of a non-epistemic norm. (shrink)

Stalnaker’s Context deploys the core machinery of common ground, possible worlds, and epistemic accessibility to mount a powerful case for the ‘autonomy of pragmatics’: the utility of theorizing about discourse function independently of specific linguistic mechanisms. Illocutionary force lies at the peripherybetween pragmatics—as the rational, non-conventional dynamics of context change—and semantics—as a conventional compositional mechanism for determining truth-conditional contents—in an interesting way. I argue that the conventionalization of illocutionary force, most notably in assertion, has important crosscontextual consequences that are not (...) fully captured by a specification of dynamic effects on common ground. More generally, I suggest that Stalnaker’s purely informational, propositional analysis of both semantic content and dynamic effects distorts our understanding of the function of language, especially of the real-world commitments and consequences engendered by robustly ‘expressive’ language like slurs, honorifics, and thick terms. (shrink)

My aim in this note is to address the question of how a context of utterance can figure within a formal, specifically truth-conditional, semantic theory. In particular, I want to explore whether a formal semantic theory could, or should, take the intentional states of a speaker to be relevant in determining the literal meaning of an uttered sentence. The answer I’m going to suggest, contrary to the position of many contemporary formal theorists, is negative. The structure of this note is (...) then as follows: first, I’ll very briefly sketch three distinct forms of semantic theory. One, ‘strong formal semantics’, will be seen to be immediately problematic, leaving us with two other options: use-based theories and what I’ll term ‘moderate formal semantics’. If we opt for the latter position, the question arises of what kinds of appeals to a context of utterance are legitimate given a formal outlook. I’ll suggest that this question arises in two distinct ways and explore the moderate formal semanticist’s position in regard to both. However, the conclusion I will reach is that what is characteristic of formal semantics is that it makes only the most minimal semantic concessions to context. (shrink)

‘Pragmaticist’ positions posit a three-way division within utterance content between: the standing meaning of the sentence, a somewhat pragmatically enhanced meaning which captures what the speaker explicitly conveys, and further indirectly conveyed propositions which the speaker merely implies. Here I re-examine the notion of an explicature, asking how it is defined and what work explicatures are supposed to do. I argue that explicatures get defined in three different ways and that these distinct definitions can and do pull apart. Thus the (...) notion of an explicature turns out to be ill-defined. (shrink)

The goal of the present research was to determine whether certain speaker intentions conveyed through prosody in an unfamiliar language can be accurately recognized. English and Cantonese utterances expressing sarcasm, sincerity, humorous irony, or neutrality through prosody were presented to English and Cantonese listeners unfamiliar with the other language. Listeners identified the communicative intent of utterances in both languages in a crossed design. Participants successfully identified sarcasm spoken in their native language but identified sarcasm at near-chance levels in the unfamiliar (...) language. Both groups were relatively more successful at recognizing the other attitudes when listening to the unfamiliar language. Our data suggest that while sarcastic utterances in Cantonese and English share certain acoustic features, these cues are insufficient to recognize sarcasm between languages; rather, this ability depends on language experience. (shrink)

Gundel, Hedberg and Zacharski propose a framework whereby different referring forms conventionally signal different cognitive statuses on an implica-tional 'givenness hierarchy'. Interaction of the hierarchy with Grice's Maxim of Quantity gives rise to scalar implicatures which further constrain the choice among forms and their interpretations when necessary conditions for more than one form are met. Wilson and Matsui show that reference assignment for NPs introduced by the definite article is constrained within Relevance Theory by the automatic selection of an interpretation (...) that yields adequate contextual effects for minimal processing effort. This paper proposes that an optimal account of how people understand the intended referent of an NP must appeal to both the Givenness Hierarchy and Relevance Theory. Such an account still requires the first part of the Quantity Maxim, however, either as a socially based assumption or as part of the Principle of Relevance itself. (shrink)

Merrie Bergmann Philosophical Review 100 :112-115Taking into account pragmatic considerations and recent linguistic and psychological studies, the author forges a new understanding of the relation between metaphoric and literal meaning. The argument is illustrated with analysis of metaphors from literature, philosophy, science, and everyday language.

El objetivo principal de este artículo es contribuir al debate entre contextualistas y minimistas, mostrando cómo uno de los principales argumentos en contra del minimismo, que denominaré el "Argumento de la pérdida de generalidad de la noción de implicatura", descansa en una mala comprensión o en una simplificación del mecanismo de generación de implicaturas conversacionales. /// The aim of this paper is to contribute to the debate between contextualism and minimalism. I show that one of the main arguments against minimalism, (...) which I called "argument of loss of generality of the notion of implicature", is based on a misunderstanding or a simplification of the mechanism of generation of conversational implicatures. (shrink)

In this essay, I focus on Recanati's treatment of 'What is said' in his book Literal Meaning. I discuss Recanati's conception of Minimalism, his views on propositional completeness, and his understanding of the processes governing the semantic interpretation of meaning-controlled contextuality. In the final sections, I draw some conclusions pertaining to Recanati's assessment of the interface between pragmatic and semantic processes. /// En este ensayo me enfoco en el trato que le da Recanati a "lo que se dice" en su (...) libro Literal Meaning. Discuto su concepción del minimismo, su posición sobre la completud proposicional y su comprensión de los procesos que rigen la interpretación semántica de la contextualidad controlada por el significado. En las secciones finales, extraigo algunas conclusiones acerca de la evaluación que Recanati hace de la interfase entre procesos semánticos y pragmáticos. (shrink)

Traditionally, the language faculty was supposed to be a device that maps linguistic inputs to semantic or conceptual representations. These representations themselves were supposed to be distinct from the representations manipulated by the hearer’s perceptual and motor systems. Recently this view of language has been challenged by advocates of embodied cognition. Drawing on empirical studies of linguistic comprehension, they have proposed that the language faculty reuses the very representations and processes deployed in perceiving and acting. I review some of the (...) evidence and arguments in favor of the embodied view of language comprehension, and argue that none of it is conclusive. Moreover, the embodied view itself blurs two important distinctions: first, the distinction between linguistic comprehension and its typical consequences; and second, the distinction between representational content and vehicles. Given that these distinctions are well-motivated, we have good reason to reject the embodied view of linguistic understanding.Keywords: Language; Comprehension; Perception; Action; Embodied cognition; Representation. (shrink)

Performative Utterances: Seven Puzzles It was John Austin who introduced the word "performative" into the philosophy of language and linguistics. His original idea was that there are utterances which are more correctly characterized as doing something rather than stating something. Austin wrote: "when I say ‘I do’, I am not reporting on a marriage, I am indulging in it." As is well known, Austin went on to work out this notion of a performative utterance in a number of directions, but (...) in the end the attempt to isolate performatives from constatives failed dramatically, and the idea of viewing language use in terms of the performative-constative dichotomy gave way to the study of speech acts: "The total speech act in the total speech situation is the only actual phenomena which, in the last resort, we are engaged in elucidating." But giving up the performative-constative distinction does not mean giving up theorizing about performatives, and there is a cottage industry in the theory of language devoted to them. We identify seven puzzles for theorizing about performatives. We consider how Austin might have dealt with some of them. Finding his answers problematic, we then survey recent theories of performatives and zoom in on the major contenders, identifying one theory in particular for scrutiny and seeing how it fares with the seven puzzles. The upshot is that there is still work to be done understanding performatives. (shrink)

Shared Content as Speaker Meaning Cappelen and Lepore have recently emphasised the significance of a minimal notion of perfectly shared content for pragmatic theories. This paper argues for a similar notion, but assumes that a satisfactory defence cannot be achieved along the lines of the existing debate between Minimalism and Contextualism. Rather, it is necessary to consistently distinguish two functional domains: the subjective processing domain and the interpersonal domain of communication, each with its own kind of utterance meaning. I will (...) argue that it is the mutually recognised content of the speaker's overt commitment that should be identified as ‘speaker meaning’. Diverging from the Gricean tradition, it is conventionally restricted, but genuinely pragmatic. Functional considerations show that it is, moreover, unnecessary to include further elements in ‘speaker meaning’. The distinction between two notions of utterance meaning with very different characteristics allows us to integrate the assumption of perfect sharing, which explains people's trust in communication, and the subjectivity of the hearer's inferences into a coherent and powerful model. (shrink)

Austin rejected the objectification of “meanings” and was also critical of the identification of meaning with truth-conditions. Much of his work appears to be inspired by a conception of meaning as use. In particular, apparently at least, his “performative utterances” are utterances whose understanding amounts to the understanding of their use. But Austin did not endorse the tendency, common in Ordinary Language Philosophy, to explain the meaning of linguistic expressions in terms of their use alone. His distinction between locutionary meaning (...) and illocutionary force was designed to avoid such a reduction. But it is unclear whether speech act theory can escape paying the price of a new objectification of meaning. (shrink)

The volume brings together seventeen previously published articles on lexical and semantic topics by one of the most influential authors in cognitive linguistic lexicology. Spanning the period from the late 1980s to recent years, the collection features a number of papers that may be considered classics. The book serves as an excellent introduction to the field. Key Features: Excellent introduction to the field Includes papers from the late 1980s to recent years that may be considered as classics.

The Agreement-Based Tests for Context Sensitivity In my paper, I present and discuss Cappelen and Lepore's context sensitivity tests, which appeal to says-that reports. In Relativism and Monadic Truth Cappelen and Hawthorne criticize those tests and propose agreement-based tests instead. I argue that such tests do not fare much better. The original Cappelen and Lepore's tests presupposed a minimal notion of says-that. One might postulate a parallel notion of "thin" agreement, according to which people agree that p if they all (...) believe the minimal proposition that p. In this sense we might say - as opposed to what Cappelen and Hawthorne say - that A and B agree that Nicola is smart, even though A thinks that she is smart because she stands way back against strong servers, while B thinks that she is smart because she invested all her money in penny stocks. The paper ends with a critical gloss concerning the case in which Joe Coach predicates tall of people who are over six-foot-eight and Joe Normal, who applies tall to anyone over six-foot tall. I conclude that agreement and disagreement tests are poor indicators of context sensitivity, since their result depends on the prior theoretical standpoint one adopts. (shrink)

On "Revolutionary Road": A Proposal for Extending the Gricean Model of Communication to Cover Multiple Hearers The paper addresses the problem of multiple hearers in the context of the Gricean model of communication, which is based on speaker meaning and the Cooperative Principle, together with its subordinate maxims, legitimately flouted to yield implicatures. Grice appears to have conceived of the communicative process as taking place between two interlocutors, assuming that the speaker communicates meanings, while the hearer makes compatible inferences. A (...) thesis propounded here is that this dyadic account must undergo a number of fundamental modifications to cover a variety of hearer types, both ratified and unratified, partaking in polylogic interactions. (shrink)

The main aim of this paper is to evaluate the Implicature Theory for epistemic contexts, as an attempt to save the validity of the Principle of Substitution in those contexts. I defend that Recanati 's arguments against the Implicature Theory are not conclusive because they are based on inadequate examples and on unclear interpretations of Grice's writings. I then argue that the mixing up of theories of meaning and attitude ascription with the classical intuitions held by Fregeans against Russellians in (...) these contexts does not give promising results. (shrink)

This paper explores the psychological notion of context as cognitive environment that is part of the Relevance Theory framework and describes the way in which such CEs are constrained during the course of conversation as the conversational partners engage in “conversional tailoring”.