Veridicality and the acquisition of think

Linguistics and Philosophy (forthcoming)
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Abstract

Across numerous languages, the attitude verb "think" is learned later than other attitude verbs like "want." But why? This essays advances a new hypothesis: children initially treat think as a veridical yet non-factive verb akin to a class of verbs I call "confirmatives." This hypothesis is argued to better explain existing data that troubles other hypotheses, and to find support from the ease with which children represent knowledge but not belief.

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2024-12-18

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Peter van Elswyk
Northwestern University

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