• Organization meeting

9/29

• Stephen Crain (Macquaire University)
  Hidden logical connectives in human language

• DRAFT OF THE TALK:
  Stephen Crain, Hidden logical connectives in human language
• RELATED READING: Stephen Crain, Takuya Goru, Utako Minai, Hidden units in child language

• Simone
  CUSP/NELS practice talk

• Tara
  Ippolito on the meaning of only

• Michela Ippolito, On the meaning of "only"

• After CUSP and NELS brainstorming

• Gwen
  On Fox's economy and variable binding

• Fox, Chapter 4 (primary)
• Fox, Chapter 3 (secondary reading: useful background)

• Dave H.
  Temporal modification in Spanish

• Useful background readings about formal treatments of tense:
  - von Stechow
  - Giorgi and Pianesi

• Ivano
  On Chierchia and his treatment of basic NPIs

• Chierchia, The emphatic roots of negative polarity
  (preliminary draft of chapter 3 of Chierchia's new book)

• All
  Continuing the discussion on Chierchia's chapter

• Kate
  LSA practice talk:
  Large number word meanings are not acquired with the Cardinal Principle
  (co-authored with Kortney Eng and David Barner)
  
  ABSTRACT
  We investigated young children’s number knowledge to better understand how meanings are assigned to the number words. We found that competent counters often have difficulty knowing for numbers within their count list (1) which of two numbers is more, and (2) that the difference between successive numbers is 1, and that performance decreases for larger numbers. Moreover, their performance is predicted by separate measures of numerical experience (highest count and estimating large set sizes). As all children were competent counters, this calls into question the hypothesis that learning to count involves a semantic induction over the child’s count list.

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