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  1. A semantic account of quantifier-induced intervention effects in Chinese why-questions.Dawei Jin - 2020 - Linguistics and Philosophy 43 (4):345-387.
    This paper revisits intervention effects in Mandarin Chinese why-questions. I present a novel empirical generalization, in which it is shown that the ability for quantifiers to induce intervention hinges upon their monotonicity and their ability to be interpreted as topics. I then propose a semantic account of intervention that correlates topicality with the monotone properties of intervening operators. A crucial assumption in this account is that why-questions in Chinese are idiosyncratic, in that the Chinese equivalent of why directly merges at (...)
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  • The scope of indefinites: an experimental investigation. [REVIEW]Tania Ionin - 2010 - Natural Language Semantics 18 (3):295-350.
    This paper reports on an experimental investigation of the scope of English a indefinites and a certain indefinites. Three experiments test whether native English speakers allow indefinites to scope out of syntactic islands, and to take intermediate as well as widest scope. The experimental findings indicate that a indefinites and a certain indefinites have different ranges of interpretations available to them. Experiment 1 shows that a certain indefinites, unlike a indefinites, cannot be interpreted in the scope of an intensional operator, (...)
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  • Scopeless quantity words in Shona.Elizabeth Ferch - 2013 - Natural Language Semantics 21 (4):373-400.
    In Shona , bare plurals and bare singulars seem to have different scope possibilities with respect to a class of modifiers which I term “scopeless quantity words” few’, and ose ‘all’). I argue that this is due to two factors. First, the scopeless quantity words are intersective modifiers rather than quantifying determiners, so that DPs containing them denote entities rather than generalised quantifiers. Second, transitive sentences involving plural arguments are usually interpreted using the **-operator, which gives a cumulative reading; the (...)
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