INTERPRETATION OF DISJUNCTION 1 Do children interpret “or” conjunctively? Dimitrios Skordosa, Roman Feimanb, Alan Balec, & David Barnerd aUniversity of Calgary bBrown University cConcordia University dUniversity of California, San Diego CONTACT: Dimitrios Skordos School of Languages, Linguistics, Literatures & Cultures University of Calgary
[email protected] INTERPRETATION OF DISJUNCTION 2 Acknowledgements: Thank you to the many families and preschools who participated in this research, as well as the Fleet Science Center. Thank you also to Junyi Chu and members of the Language and Development Lab for help collecting data. This work was funded in part by a grant to D.B. from the James S. McDonnell Foundation and a SSHRC Insight grant to A.B. INTERPRETATION OF DISJUNCTION 3 ABSTRACT Preschoolers often struggle to compute scalar implicatures (SI) involving disjunction (or), in which they are required to strengthen an utterance by negating stronger alternatives, e.g., to infer that, “The girl has an apple or an orange” likely means she doesn’t have both. However, recent reports surprisingly find that a substantial subset of children interpret disjunction as conjunction, concluding instead that the girl must have both fruits. According to these studies, children arrive at conjunctive readings not because they have a non-adult-like semantics, but because they lack access to the stronger scalar alternative and, and employ doubly exhaustified disjuncts when computing implicatures. Using stimuli modeled on previous studies, we test English-speaking preschoolers and replicate the finding that many children interpret or conjunctively. However, we speculate that conditions which replicate this finding may be pragmatically infelicitous, such that results do not offer a valid test of children’s semantic competence.