Documentation

Linglib.Phenomena.Plurals.Studies.TieuKrizChemla2019

Tieu, Križ & Chemla (2019): Children's Acquisition of Homogeneity #

@cite{tieu-kriz-chemla-2019}

Children's acquisition of homogeneity in plural definite descriptions. Frontiers in Psychology 10, 2329.

Core Contribution #

Two experiments testing French-speaking children (ages 4--6) on their interpretations of plural definite descriptions in GAP contexts (where some but not all individuals satisfy the predicate), alongside scalar implicature controls. The experiments test predictions of the scalar implicature account of homogeneity (@cite{magri-2014}).

Three Interpretive Patterns #

Children presented with "The trucks are blue" / "The trucks aren't blue" in a GAP context (2 of 4 trucks blue) could respond in three ways:

  1. Homogeneous (adult-like): reject both positive and negative
  2. Existential: accept positive ("some are blue"), reject negative
  3. Universal: reject positive, accept negative ("not all are blue")

Key Finding #

Three groups of children emerge:

The existence of the HOM/−SI group contradicts @cite{magri-2014}'s prediction that homogeneity requires the not-all scalar implicature as a subcomputation. The data suggest that homogeneity and scalar implicatures are independent, with homogeneity acquired earlier.

Connection to Linglib #

The three possible interpretations a speaker can assign to a plural definite description like "the trucks."

Instances For
    Equations
    • One or more equations did not get rendered due to their size.
    Instances For

      What each interpretive pattern predicts for positive and negative definite descriptions in a GAP context (some but not all satisfy).

      • acceptPositiveGap : Bool

        Accept "The Xs are P" when only some Xs are P?

      • acceptNegativeGap : Bool

        Accept "The Xs aren't P" when only some Xs are P?

      Instances For
        Equations
        • One or more equations did not get rendered due to their size.
        Instances For
          Equations
          • One or more equations did not get rendered due to their size.
          Instances For

            Existential: accept positive (some are P), reject negative.

            Equations
            • One or more equations did not get rendered due to their size.
            Instances For

              Homogeneous: reject both positive and negative (the gap).

              Equations
              • One or more equations did not get rendered due to their size.
              Instances For

                Universal: reject positive (not all are P), accept negative.

                Equations
                • One or more equations did not get rendered due to their size.
                Instances For
                  Equations
                  • One or more equations did not get rendered due to their size.
                  Instances For

                    A participant group defined by their definite plural interpretation and whether they compute scalar implicatures.

                    • How they interpret the definite plural

                    • computesImplicatures : Bool

                      Whether they compute the "not-all" scalar implicature

                    Instances For
                      Equations
                      • One or more equations did not get rendered due to their size.
                      Instances For
                        Equations
                        • One or more equations did not get rendered due to their size.
                        Instances For

                          The six logically possible groups.

                          Equations
                          • One or more equations did not get rendered due to their size.
                          Instances For

                            The scalar implicature account of homogeneity (@cite{magri-2014}) makes specific predictions about the developmental trajectory.

                            Since homogeneity is derived via double exhaustification, and the inner EXH computes the "not-all" scalar implicature, two predictions follow:

                            1. SI-prerequisite: Children who cannot compute the "not-all" implicature cannot derive homogeneous readings. Therefore the HOM/−SI group should not exist.

                            2. SI-not-rarer: The "not-all" implicature is a subcomputation of the homogeneity implicature. So homogeneous readings should not be more frequent than scalar implicatures.

                            • siPrerequisite : Bool

                              SI is a prerequisite for homogeneity

                            • homWithoutSIPossible : Bool

                              Therefore HOM/−SI should not exist

                            • siNotRarerThanHom : Bool

                              SI should not be rarer than homogeneity

                            Instances For
                              Equations
                              • One or more equations did not get rendered due to their size.
                              Instances For
                                Equations
                                • One or more equations did not get rendered due to their size.
                                Instances For

                                  Experiment 1: Truth Value Judgment Task with binary (yes/no) responses.

                                  Participants: 24 French-speaking children (ages 4;04–5;03, M = 4;09) and 22 adults. Children tested at preschools in Paris.

                                  Materials: 6 homogeneity targets (3 positive + 3 negative THE-sentences in GAP contexts), 8 definite description controls, 6 universal quantification controls, 4 scalar implicature targets.

                                  • group : String

                                    Group label

                                  • adults : Nat

                                    Number of adults in this group

                                  • children : Nat

                                    Number of children in this group

                                  Instances For
                                    Equations
                                    • One or more equations did not get rendered due to their size.
                                    Instances For

                                      Experiment 1, Table 1: Distribution of participants by homogeneity pattern and implicature status.

                                      Categories defined by majority response (≥2/3 trials).

                                      Equations
                                      • One or more equations did not get rendered due to their size.
                                      Instances For

                                        Experiment 1, Table 3: Bayesian model group assignments for children.

                                        The model confirmed the descriptive categorization: children were unambiguously assigned to groups with posterior probability > 0.92.

                                        • homMinusSI : Nat

                                          HOM/−SI children

                                        • homPlusSI : Nat

                                          HOM/+SI children

                                        • exiMinusSI : Nat

                                          EXI/−SI children

                                        • exiPlusSI : Nat

                                          EXI/+SI children

                                        Instances For
                                          Equations
                                          • One or more equations did not get rendered due to their size.
                                          Instances For
                                            Equations
                                            Instances For

                                              Experiment 2: Ternary reward task (minimal / intermediate / maximal).

                                              The ternary paradigm distinguishes truly homogeneous readings from wide-scope universals: a homogeneous reading yields intermediate rewards for both positive and negative GAP sentences, while a wide-scope universal yields minimal for both.

                                              Participants: 24 French-speaking children (ages 4;07–6;04, M = 5;03) and 25 adults. Additional controls for incomplete description, partial truth, and scope ambiguity effects.

                                              Categorization criteria (ternary):

                                              • EXISTENTIAL: maximal for ≥2/3 positive GAP, minimal for ≥2/3 negative GAP
                                              • HOMOGENEOUS: ≤ intermediate for ≥2/3 positive AND ≥2/3 negative GAP
                                              • UNIVERSAL: minimal for ≥2/3 positive GAP, maximal for ≥2/3 negative GAP
                                              • group : String

                                                Group label

                                              • adults : Nat

                                                Number of adults

                                              • children : Nat

                                                Number of children

                                              Instances For
                                                Equations
                                                • One or more equations did not get rendered due to their size.
                                                Instances For

                                                  Experiment 2, Table 6: Distribution of participants by homogeneity pattern and implicature status.

                                                  Equations
                                                  • One or more equations did not get rendered due to their size.
                                                  Instances For

                                                    Experiment 2, Table 7: After conservative exclusions (eliminating participants with potential biases for incomplete description, partial truth, or scope ambiguity).

                                                    Equations
                                                    • One or more equations did not get rendered due to their size.
                                                    Instances For

                                                      The central empirical finding, replicated across both experiments: three distinct groups of children.

                                                      • existentialNoSI : Nat

                                                        EXI/−SI: existential, no implicatures (literal meaning)

                                                      • homogeneousPlusSI : Nat

                                                        HOM/+SI: homogeneous with implicatures (adult-like)

                                                      • homogeneousNoSI : Nat

                                                        HOM/−SI: homogeneous WITHOUT implicatures (problematic for Magri)

                                                      Instances For
                                                        Equations
                                                        • One or more equations did not get rendered due to their size.
                                                        Instances For
                                                          Equations
                                                          Instances For
                                                            Equations
                                                            Instances For

                                                              Cross-consistency: ThreeGroupFinding (Section 6) matches BayesianGroups (Table 3). Changing either without updating the other will break this theorem.

                                                              Total categorized children in Experiment 2 (2 children gave inconsistent responses and are excluded).

                                                              The HOM/−SI group is non-trivial (not a single outlier). Table 4 confirms this: removing HOM/−SI from the Bayesian model degrades fit by Δ_elpd = 50.79 (se = 9.87), over 5 SEs.

                                                              The three key groups (EXI/−SI, HOM/+SI, HOM/−SI) account for 23 of 24 children in Exp 1 (the remaining child was EXI/+SI). No child showed the UNIVERSAL pattern in either experiment, ruling out children simply assigning universal meaning to the definite plural.

                                                              Magri's prediction: homogeneity requires the "not-all" scalar implicature as a subcomputation. Therefore the HOM/−SI group should not exist.

                                                              The data falsify this: HOM/−SI children exist in both experiments.

                                                              The second prediction — that SI should not be rarer than homogeneity — is also challenged. Among children, homogeneous readings are more prevalent than implicature computation:

                                                              • Exp 1: 16 homogeneous vs 11 +SI
                                                              • Exp 2: 12 homogeneous vs 7 +SI

                                                              The implication between SI and homogeneity is unidirectional in development: implicatures imply homogeneity, but not vice versa.

                                                              • totalHomogeneous : Nat

                                                                Total children with homogeneous readings

                                                              • totalPlusSI : Nat

                                                                Total children computing implicatures

                                                              Instances For
                                                                Equations
                                                                • One or more equations did not get rendered due to their size.
                                                                Instances For

                                                                  The implication is unidirectional: all +SI children are homogeneous (with one exception in Exp 1), but not all homogeneous children compute SI.

                                                                  End-to-end argumentation chain connecting @cite{magri-2014}'s theory (formalized in Magri2014.lean) to the empirical data in this file.

                                                                  The derivation (examples 10-11 in the paper):

                                                                  EXH(SOME) = SOME ∧ ¬ALL -- inner EXH: the "not-all" SI EXH(THE) = THE = SOME -- inner EXH: vacuous (no excludable mates) EXH(EXH(THE)) = SOME ∧ ¬(SOME ∧ ¬ALL) = ALL -- outer EXH: negates the SI

                                                                  The prediction: Since EXH(SOME) = SOME ∧ ¬ALL is a subcomputation of EXH(EXH(THE)) = ALL, a child who cannot compute the "not-all" SI cannot derive the universal reading. Without the SI to negate, double exhaustification is vacuous: EXH(EXH(THE)) = EXH(THE) = SOME. Such children should show the existential pattern, not the homogeneous pattern.

                                                                  The falsification: HOM/−SI children exist in both experiments — they show homogeneity without computing the SI. This requires an alternative source of homogeneity independent of scalar implicatures.

                                                                  This theorem imports three results from Magri2014.lean (the inner EXH identity, the vacuousness of single EXH for THE, and the main double- strengthening theorem) and combines them with the empirical data.

                                                                  The paper proposes the following developmental trajectory:

                                                                  Stage 1: Children start with the literal existential meaning of the definite plural (EXI pattern). This is compatible with @cite{magri-2014}'s assumption that the plain meaning of THE is existential.

                                                                  Stage 2: Children acquire homogeneous readings, possibly through a mechanism independent of scalar implicatures.

                                                                  Stage 3: Children acquire scalar implicatures. Those who arrived at homogeneity through implicatures now have both; those who arrived through another mechanism also have both.

                                                                  The key insight: stages 2 and 3 are INDEPENDENT. Homogeneity does not require scalar implicatures as a developmental prerequisite.

                                                                  Instances For
                                                                    Equations
                                                                    • One or more equations did not get rendered due to their size.
                                                                    Instances For

                                                                      The three attested child groups map to developmental stages. Returns none for groups not attested in children (UNI/±SI, EXI/+SI with only 1 child).

                                                                      Equations
                                                                      Instances For