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<div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Helvetica; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><p style="margin: 0.0px 0.0px 13.0px 0.0px; line-height: 15.0px"><font size="4" style="font: 13.0px Georgia"><font class="Apple-style-span" face="Chalkboard">L'équipe ARCHITECTURE GRAMMATICALE de l'UMR 7023 a le plaisir de vous convier dans le cadre de son séminaire mensuel<br><br> le lundi 23 février 2009<br> 10h00-12h00, Université Paris VIII, 2, rue de la liberté, 93200 Saint-<br> Denis (métro Saint-Denis Université, ligne 13), bâtiment D, salle D <br> 143,<br><br> à une conférence de </font> </font></p><p style="margin: 0.0px 0.0px 13.0px 0.0px; line-height: 15.0px"><font size="4" style="font: 13.0px Georgia"><font class="Apple-style-span" face="Chalkboard">ASAF BACHRACH (<span class="Apple-style-span" style="font-family: Helvetica; font-size: 12px; ">INSERM-CEA Cognitive Neuroimaging Unit<span class="Apple-style-span" style="font-family: Chalkboard; font-size: 13px; ">)</span></span></font></font></p><p style="margin: 0.0px 0.0px 13.0px 0.0px; line-height: 15.0px"><font size="4" style="font: 13.0px Georgia"><font class="Apple-style-span" face="Chalkboard">intitulée</font></font></p><p style="margin: 0.0px 0.0px 13.0px 0.0px; line-height: 15.0px"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px; line-height: normal;"><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font style="font: 12.0px Times"><font class="Apple-style-span" size="5"><span class="Apple-style-span" style="font-size: 18px;"><font class="Apple-style-span" face="Chalkboard">Inference and exact numerical representation in early language development</font></span></font></font><font style="font: 12.0px Helvetica"><font class="Apple-style-span" size="5"><span class="Apple-style-span" style="font-size: 18px;"><font class="Apple-style-span" face="Chalkboard"> </font></span></font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font class="Apple-style-span" face="Chalkboard" size="5"><span class="Apple-style-span" style="font-size: 18px;"><br></span></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font class="Apple-style-span" face="Chalkboard" size="5"><span class="Apple-style-span" style="font-size: 18px;"><span class="Apple-style-span" style="font-size: 13px; ">Vous trouverez ci-joint le résumé et les articles clés à consulter avant la conférence.</span></span></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Helvetica; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Helvetica; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard">ABSTRACT</font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Helvetica"><font class="Apple-style-span" face="Chalkboard">joint work with David Barner (UCSD)</font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">How do children as young as 2 years of age know that numerals, like one, have exact </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">interpretations, while quantifiers and words like ado not? Previous studies have argued that only </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">numerals have exact lexical meanings. Children could not use scalar implicature to strengthen </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">numeral meanings, it is argued, since they fail to do so for quantifiers (Papafragou & Musolino, </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">2003). Against this view, we present evidence that children’s early interpretation of numerals </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">does rely on scalar implicature, and argue that differences between numerals and quantifiers are </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">due to differences in the availability of the respective scales of which they are members. </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">Evidence from previous studies establishes that (1) children can make scalar inferences when </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">interpreting numerals, (2) children initially assign weak, non-exact interpretations to numerals </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">when first acquiring their meanings, and (3) children can strengthen quantifier interpretations </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">when scalar alternatives are made explicitly available.</font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Times; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">readings:</font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Times; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">Wynn, K. (1992). Children’s acquisition of number words and the coun<span class="Apple-style-span" style="font-family: Helvetica; font-size: 13px; "><span class="Apple-style-span" style="font-family: Chalkboard; font-size: 12px; ">ting system. Cognitive </span></span></font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">Psychology, 24, 220–251. </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Times; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">Musolino, J. (2004). Cognition, 93(1), 1-41.</font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font: normal normal normal 12px/normal Times; min-height: 14px; "><font class="Apple-style-span" face="Chalkboard"><br></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">Condry, K., & Spelke, E. S. (2008). The development of language and abstract concepts:The </font></font></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><font size="3" style="font: 12.0px Times"><font class="Apple-style-span" face="Chalkboard">case of natural number. Journal of Experimental Psychology: General, 137, 22-38.</font></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><font class="Apple-style-span" face="Chalkboard"><br></font></span></font></div></span></font></p><p style="margin: 0.0px 0.0px 13.0px 0.0px; line-height: 15.0px"><font class="Apple-style-span" face="Chalkboard" size="3"><span class="Apple-style-span" style="font-size: 13px; line-height: normal;"></span></font></p></body></html>