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Complex Inferential Processes Are Needed for Implicature Comprehension, but Not for Implicature Production.

Irene Mognon¹, Simone A Sprenger¹, Sanne J M Kuijper²

¹Center for Language and Cognition Groningen, University of Groningen, Groningen, Netherlands.

Frontiers in Psychology

|January 20, 2021

Summary

Children produce scalar implicatures like "some" earlier than they comprehend them. This production-comprehension asymmetry is explained by a new theory linking comprehension to theory of mind development.

Keywords:

asymmetries horn scales language acquisition optimality theory scalar implicatures semantics–pragmatics interface

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Area of Science:

Linguistics
Developmental Psychology
Cognitive Science

Background:

Adults readily generate scalar implicatures, inferring "some but not all" from "some."
Preschoolers struggle to comprehend scalar implicatures until age 5.
Children's production of scalar terms like "some" appears adult-like by age 3.

Purpose of the Study:

To present a novel account of the production-comprehension asymmetry in scalar implicature generation.
To explain why children's comprehension of scalar implicatures lags behind their production.
To investigate the role of theory of mind in scalar implicature development.

Main Methods:

Utilizing the framework of Bidirectional Optimality Theory.
Proposing the "Asymmetry Account" to explain the observed developmental differences.
Analyzing the cognitive processes involved in speaker production versus hearer comprehension.

Main Results:

The Asymmetry Account predicts that comprehension, unlike production, requires considering the speaker's perspective.
Children's difficulty comprehending "some" is linked to developing theory of mind abilities.
The account explains variable performance in implicature studies and differences between child and adult generation.

Conclusions:

Scalar implicature comprehension is tied to theory of mind development, while production is not.
The Asymmetry Account offers a unified explanation for scalar implicature development.
This research provides insights into language acquisition and the interpretation of quantifiers.