Cooperative Intentions and Epistemic Reasoning in Scalar Implicature Derivation: A Developmental Perspective

This doctoral thesis explores the question of how much people’s ability to reflect on another person’s intentions and perspectives contributes to their success in understanding language, and further how children acquire these communication skills during development. This aim is achieved by focusing on a specific linguistic phenomenon, scalar implicatures, by which listeners enrich the meaning of a given utterance to implicate more than what is explicitly said. Such implicatures arise when a speaker uses a less informative term, such as “some”, when a more informative term like “all” is also available, thus leading the listener to the conclusion that the more informative alternative must be false. For instance, if a speaker says that some of her friends are curly, the listener will enrich the statement and assume that not all of them are. The first part of the thesis is focused on scalar implicature derivation during adulthood, to delineate the role of understanding communicative intention and reasoning about people’s epistemic state in the derivation process. The second part of the thesis investigates theoretical and methodological aspects of the acquisition of scalar implicatures, both through reviews of the literature and experimental studies investigating the role of inhibitory control, intention-reading and perspective-taking in implicature derivation between the ages of 2 and 17.