Our study investigated the abilities of 6-year-old German-speaking children to interpret sentences with and without the focus particle nur (only). We report two experiments: In Experiment 1 the study by Paterson et al. (2003) on English was replicated in German. We found that German-speaking children do not interpret only-sentences target-like. This supports Paterson et al. that children ignore information that is not verbally given. The second experiment investigated children’s pragmatic ability to judge underinformative sentences. The results indicate that children take into account information that is showed on a picture, but not verbally introduced. We argue that children’s performance in Experiment 1 is not caused by an insufficient pragmatic knowledge but rather to its methodological set up.
2017. Presuppositions Are Challenging Not Only for Pre-Schoolers, but Also for School-Aged Children. In Linguistic and Psycholinguistic Approaches on Implicatures and Presuppositions, ► pp. 151 ff.
Topaloğlu, Simge & Mine Nakipoğlu
2017. Sınırlayıcı Odak Parçacığı Sadece’nin Edinimi. Dilbilim Araştırmaları Dergisi 28:1 ► pp. 1 ff.
Caroline Féry & Shinichiro Ishihara
2016. The Oxford Handbook of Information Structure,
BERGER, FRAUKE & BARBARA HÖHLE
2012. Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German. Journal of Child Language 39:2 ► pp. 383 ff.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.