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11 - Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese

Published online by Cambridge University Press:  26 January 2010

Patricia J. Brooks
Affiliation:
College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
Martin D. S. Braine
Affiliation:
College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
Gisela Jia
Affiliation:
College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
Maria da Graca Dias
Affiliation:
College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
Melissa Bowerman
Affiliation:
Max-Planck-Institut für Psycholinguistik, The Netherlands
Stephen Levinson
Affiliation:
Max-Planck-Institut für Psycholinguistik, The Netherlands
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Summary

There were two points of departure for the work summarized here on the development of children's comprehension of universal quantifiers. One came from the claim that there is a mental logic (Braine 1978; Braine, Reiser, & Rumain 1984). The mental logic theory posits that some logical framework is available essentially innately. The child's task is to learn, through experience, associations between natural-language logical expressions and representations in the mental logic. Much of the theoretical work of Braine and colleagues in this area has been on reasoning at a propositional level with inferences that depend on the meanings of words like and, or, if, and not (e.g. Braine et al. 1984; Braine 1990; Braine, O'Brien, Noveck, et al. 1995). Expanding the work on reasoning to include inferences involving quantifiers has been on the agenda from the start and several years ago we became interested in the issue of the development of comprehension of universal quantifiers such as all, each, and every, in part because they give rise to an especially rich set of inferences.

Our initial framework for thinking about universal quantifiers and their development stemmed from the work of Vendler (1967) and Ioup (1975). Vendler suggested that there were at least two sorts of basic representations corresponding to the meanings of all, each, and every. First was a collective representation whereby a predicate applies to a whole set in a collective sense.

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Publisher: Cambridge University Press
Print publication year: 2001

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  • Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese
    • By Patricia J. Brooks, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Martin D. S. Braine, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Gisela Jia, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Maria da Graca Dias, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
  • Edited by Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands, Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands
  • Book: Language Acquisition and Conceptual Development
  • Online publication: 26 January 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511620669.013
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  • Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese
    • By Patricia J. Brooks, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Martin D. S. Braine, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Gisela Jia, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Maria da Graca Dias, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
  • Edited by Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands, Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands
  • Book: Language Acquisition and Conceptual Development
  • Online publication: 26 January 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511620669.013
Available formats
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Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese
    • By Patricia J. Brooks, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Martin D. S. Braine, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Gisela Jia, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco, Maria da Graca Dias, College of Staten Island and the Graduate School of City University of New York, New York University, Lehman College of City University of New York, Universidade Federal de Pernambuco
  • Edited by Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands, Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands
  • Book: Language Acquisition and Conceptual Development
  • Online publication: 26 January 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511620669.013
Available formats
×