{"id":9547,"date":"2014-09-08T14:05:25","date_gmt":"2014-09-08T18:05:25","guid":{"rendered":"https:\/\/carleton.ca\/cognitivescience\/?p=5720"},"modified":"2014-09-08T14:05:25","modified_gmt":"2014-09-08T18:05:25","slug":"thurs-sept-1114-1145am-1pm-meaning-distance-distributivity-skolemization-2","status":"publish","type":"post","link":"https:\/\/carleton.ca\/cognitivescience\/2014\/thurs-sept-1114-1145am-1pm-meaning-distance-distributivity-skolemization-2\/","title":{"rendered":"Thurs. Sept 11\/14: 11:45am &#8211; 1pm: The meaning of &#8220;each&#8221;: Distance Distributivity and Skolemization"},"content":{"rendered":"<p style=\"margin: 0in 0in 0pt;\"><b><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">Speakers:<\/span><\/span><\/b><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0Dr. Raj Singh (Carleton ICS) and Dr. Ida Toivonen (Carleton ICS and SLaLS) (joint work with former student Dejan Milacic, now at McGill University, Department of Linguistics)<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><b><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">Title: <\/span><\/span><\/b><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">The meaning of &#8220;each&#8221;:\u00a0Distance Distributivity and Skolemization<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><b><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">Abstract:<\/span><\/span><\/b><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">There are many quantificational expressions in natural language. Somehow, a child must learn these expressions, and somehow, speakers and hearers must be able to understand one another. For example, a sentence like (1) is ambiguous between two quantificational meanings:<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(1) The boys lifted a piano<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">On one reading, the &#8220;collective reading,&#8221; the boys as a group together lifted the piano, while no individual boy did. On another reading, the &#8220;distributive reading,&#8221; each boy lifted a piano on his own. This means that this surface string actually generates multiple form-meaning pairs; speakers and hearers know this, must have acquired this knowledge at some stage of development, and must be able to find the right one in context. English speakers also know that adding a single word to (1), &#8220;each,&#8221; can disambiguate in favour of the distributive reading:<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(2a) The boys each lifted a piano<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(2b) The boys lifted a piano each<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">Not only do they know this, they also know that there are constraints on the possibility of adding &#8220;each&#8221; to the end of a sentence &#8212; where it distributes over &#8220;the boys&#8221; from a distance &#8212; that are not present when adding &#8220;each&#8221; somewhere closer to &#8220;the boys&#8221;:<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(3a) The boys each swam<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(3b) *The boys swam each (we use a &#8220;*&#8221; to represent ungrammaticality)<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(4a) The boys each lifted the piano<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">(4b) *The boys lifted the piano each<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">\u00a0<\/span><\/span><\/p>\n<p style=\"margin: 0in 0in 0pt;\"><span style=\"font-family: 'Arial','sans-serif'; font-size: 10pt;\"><span style=\"color: #000000;\">In this talk, we give an account of the form this knowledge takes (we suggest it involves the formal mechanism of &#8220;Skolemization&#8221;), how this knowledge might have been acquired, as well as its expression in other languages (e.g., Swedish, Serbo-Croatian).<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Speakers:\u00a0Dr. Raj Singh (Carleton ICS) and Dr. Ida Toivonen (Carleton ICS and SLaLS) (joint work with former student Dejan Milacic, now at McGill University, Department of Linguistics) \u00a0 Title: The meaning of &#8220;each&#8221;:\u00a0Distance Distributivity and Skolemization \u00a0 Abstract: There are many quantificational expressions in natural language. Somehow, a child must learn these expressions, and somehow, [&hellip;]<\/p>\n","protected":false},"author":31,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Thurs. 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