Children's Interpretation of Indefinites in Sentences Containing Negation: A Reassessment of the Cross-linguistic Picture
Why this work is in the frame
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Bibliographic record
Abstract
Previous research suggests that children's behavior with respect to the interpretation of indefinite objects in negative sentences may differ depending on the target language: whereas young English-speaking children tend to select a surface scope interpretation (e.g., Musolino (1998) Musolino, J. 1998. Universal Grammar and the Acquisition of Semantic Knowledge: An Experimental Investigation Into the Acquisition of Quantifier-Negation Interaction in English, PhD Dissertation University of Maryland. [Google Scholar]), young Dutch-speaking children consistently prefer an inverse scope interpretation (e.g., Kämer (2000) Krämer, I. 2000. Interpreting Indefinites, PhD Dissertation Utrecht, , The Netherlands: Utrecht University. [Google Scholar]). In this article, we suggest that these data are not as puzzling as they first appear. Extending a proposal put forward by Hulsey, Hacquard, Fox, and Gualmini (2004) Gualmini, A. 2004. The Ups and Downs of Child Language: Experimental Studies in Children's Knowledge of Entailment Relationships and Polarity Phenomena Routledge, NY [Google Scholar], we show that both English- and Dutch-speaking children's behavior can be explained in the same way: children select the interpretation that answers the contextually relevant question.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it