On the relation between the acquisition of singular–plural morpho‐syntax and the conceptual distinction between one and more than one
Why this work is in the frame
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Bibliographic record
Abstract
We investigated the relationship between the acquisition of singular-plural morpho-syntax and children's representation of the distinction between singular and plural sets. Experiment 1 tested 18-month-olds using the manual-search paradigm and found that, like 14-month-olds (Feigenson & Carey, 2005), they distinguished three objects from one but not four objects from one. Thus, they failed to represent four objects as 'plural' or 'more than one'. Experiment 2 found that children continued to fail at the 1 vs. 4 manual-search task at 20 months of age, even when told, via explicit morpho-syntactic singular-plural cues, that one or many balls are being hidden. However, 22- and 24-month-olds succeeded both with and without verbal cues. Parental report data indicated that most 22- and 24-month-olds, but few 20-month-olds, had begun producing plural nouns in their speech. Also, the success among the older children was due to those children who had reportedly begun producing plural nouns. We discuss a possible role for language acquisition in children's deployment of set-based quantification and the distinction between singular and plural sets.
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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 | 0.003 | 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 | 0.001 | 0.003 |
| 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