We evaluate the richness of the child’s input in semantics and its relation to the hypothesis space available to the child. Our case study is the acquisition of the universal quantifier every. We report two main findings regarding the acquisition of every on the basis of a corpus study of child-directed and child-ambient speech. Our first finding is that the input in semantics is rich enough to systematically eliminate instances of the subset problem of language acquisition: overly general hypotheses about (...) the meaning of every can violate pragmatic constraints, making such hypotheses incompatible with the child’s input. Our second finding is that the semantic input is too poor to eliminate instances of what we refer to as the superset problem, the mirror image of the subset problem. We argue that at least some overly specific hypotheses about the meaning of every are compatible with the child’s input, suggesting either that those hypotheses are not made available by UG or that non-trivial inductive biases are involved in children’s acquisition of every. (shrink)

This paper brings a developmental perspective to the discussion of a longstanding issue surrounding the proper characterization of presuppositions. On an influential view (Stalnaker in Synthese 22(1–2):272–289, 1970; Stalnaker, in Milton, Unger (eds) Semantics and philosophy, New York University Press, New York, 1974; Karttunen in Theor Linguist 1:181–194, 1974), formal presuppositions reflect admittance conditions: an utterance of a sentence which presupposes _p_ is admitted by a conversational context _c_ only if _p_ is common ground in _c_. The theory distinguishes two (...) modes of satisfying this formal requirement: (i) presuppositions may have common ground status prior to utterance, or (ii) they may achieve common ground status post hoc, via accommodation, an adjustment of the common ground by cooperative listeners so as to meet the requirements of an uttered sentence. While intuitive and general, the theory has been criticized (among other things) on methodological grounds (see e.g. Gazdar in Pragmatics: implicature, presupposition and logical form, Academic Press, New York, 1979): the availability of accommodation makes it difficult to empirically examine the notion of presupposition as admittance conditions because a central tenet—pragmatic infelicity results whenever _c_ does not entail _p_—may be masked due to the pragmatic sophistication of language users. In this paper, we argue that child language presents an opportunity to avoid this intrinsic difficulty. In a series of behavioral experiments, we show that young children generate a default expectation that the presuppositions of an asserted sentence have common ground status prior to utterance. Furthermore and more tellingly, we also find that even when accommodation is the preferred option for adults, children fail to accommodate presuppositions in an adult-like manner. This pattern of behavior, we argue, is expected under the admittance theory: in a population where the interference from accommodation is reduced, the impact of failing to satisfy the formal admittance conditions becomes directly observable. (shrink)