{"id":8286,"date":"2016-04-11T05:00:01","date_gmt":"2016-04-11T09:00:01","guid":{"rendered":"http:\/\/whamit.mit.edu\/?p=8286"},"modified":"2016-04-11T09:17:31","modified_gmt":"2016-04-11T13:17:31","slug":"essllaqlab-meeting-411","status":"publish","type":"post","link":"https:\/\/ling-phil.mit.edu\/whamit\/2016\/04\/11\/essllaqlab-meeting-411\/","title":{"rendered":"ESSL\/LaqLab Meeting 4\/11"},"content":{"rendered":"<p>Speaker: <a href=\"http:\/\/web.mit.edu\/aaravind\/www\/about.html\"><strong>Athulya Aravind<\/strong><\/a> (MIT)<\/br><br clear='none'\/>\nTitle: Children&#8217;s understanding of factive forget\/remember <\/br><br clear='none'\/>\nDate and time: Monday, April 11th, 1:00 to 2:00 PM<\/br><br clear='none'\/>\nVenue: 32-D831\n<\/p>\n<blockquote><p>Children have been reported to have enduring difficulties with cognitive factives, even at an age when they don&#8217;t have generalized difficulties with (non-factive) attitude predicates or presupposition triggers. Specifically, children behave as if they don&#8217;t know that the veracity inference survives under negation. We examine 4-6-year-olds&#8217; understanding of the factive verb-pair forget\/remember and find two populations: one group (n=13) displays adult-like performance, while the other (n=19) appears to be treating factive predicates on par with their implicative counterparts. My goal for this talk will be twofold: (i) consider whether this pattern is indicative of an acquisition stage where children lack a factive representation for remember\/forget and (ii) discuss ideas for follow-up experiments that could adjudicate between different interpretations of these results. <\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>Speaker: Athulya Aravind (MIT) Title: Children&#8217;s understanding of factive forget\/remember Date and time: Monday, April 11th, 1:00 to 2:00 PM Venue: 32-D831 Children have been reported to have enduring difficulties with cognitive factives, even at an age when they don&#8217;t have generalized difficulties with (non-factive) attitude predicates or presupposition triggers. Specifically, children behave as if [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-8286","post","type-post","status-publish","format-standard","hentry","category-talks"],"_links":{"self":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8286","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/comments?post=8286"}],"version-history":[{"count":2,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8286\/revisions"}],"predecessor-version":[{"id":8288,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/posts\/8286\/revisions\/8288"}],"wp:attachment":[{"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/media?parent=8286"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/categories?post=8286"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ling-phil.mit.edu\/whamit\/wp-json\/wp\/v2\/tags?post=8286"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}