Context and negation 1 The role of context in young children’s comprehension of negation Ann E. Nordmeyer and Michael C. Frank Department of Psychology, Stanford University Thanks especially to the staff and families at the San Jose Children’s Discovery Museum. This work was supported by an NSF Graduate Research Fellowship to AEN and a John Merck Scholars Fellowship to MCF. An earlier version of this work was presented to the Cognitive Science Society in Nordmeyer and Frank (2013). Address all correspondence to Ann E. Nordmeyer, Stanford University, Department of Psychology, Jordan Hall, 450 Serra Mall (Bldg. 420), Stanford, CA, 94305. Phone: 650-721-9270. E-mail:
[email protected] Context and negation 2 Abstract Negation is an important concept in human language, yet little is known about children’s ability to comprehend negative sentences. In this paper, we explore how 2–5-year-old children’s comprehension of negation changes depending on the context in which a negative sentence occurs. We collected eye-tracking data while children watched a video in which they heard positive and negative sentences. Negative sentences, such as “look at the boy with no apples,” referred to a boy with nothing (Experiment 1) or a boy with an alternative object (Experiment 2). All children showed greater difficulty in resolving the referent when negative sentences referred to the boy with nothing, despite suggestions that nonexistence negations of this type are produced early. In addition, 3- and 4-year-old children showed an initial tendency to look away from the target and towards the named noun when the referent of the negative utterance was an alternative object.