Relations Between Language and Cognition: Evidentiality and Sources of Knowledge

Topics in Cognitive Science 12 (1):115-135 (2018)
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Abstract

Ünal and Papafragou examine what one might call learning “really hard” meanings, that is, evidentials, which linguistically mark the source of information associated with use of a given verb. They explore the relationship between children’s mastery of the relevant nonlinguistic conceptual underpinnings and the linguistic marking of evidentials, and find that the two kinds of mastery show different developmental trajectories, with the relationship far from one‐to‐one. This case study points to the complex and nuanced relationships between language learning and nonlinguistic understanding in the same domain.

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References found in this work

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False-belief understanding in infants.Renée Baillargeon, Rose M. Scott & Zijing He - 2010 - Trends in Cognitive Sciences 14 (3):110-118.
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