@inbook{11b663c5a8e646d3881d91bc8da65303,
title = "Three-Year-Olds{\textquoteright} Understanding of Know and Think",
abstract = "This study investigates three-year-olds{\textquoteright} representations of the verbs think and know, in attempt to assess their understanding of factivity. Know, being factive, is used in contexts where the complement is taken to be true. Think, although non-factive, is often used in contexts where the complement also is taken to be true. Despite this, can children recognize the difference between them and understand that the truth of the complement is presupposed in only one case? Acquisition studies find that children do not have an adult-like understanding of these verbs before age four, but the tasks used are often inappropriate for testing preschoolers. We designed an interactive game to implicitly evaluate their knowledge of the verbs in a task that more directly targets factivity. Our results show that some three-year-olds are able to distinguish think and know in ways indicating they understand know presupposes the truth of its complement and think does not. The remaining three-year-olds seem to treat both verbs as non-factive. This suggests that early representations of know may be non-factive, and raises the question of how children come to distinguish the verbs.",
keywords = "Acquisition, Attitude ascriptions, Attitude verbs, Child pragmatics, Factive verbs, Factivity, Presupposition, Semantics-pragmatics interface, Theory of mind",
author = "Rachel Dudley and Naho Orita and Valentine Hacquard and Jeffrey Lidz",
note = "Funding Information: Acknowledgement The authors would like to thank Kate Harrigan, Shevaun Lewis, Morgan Moyer, Aaron Steven White, and Alexander Williams for fruitful discussion of this work as various stages, as well as the members of the UMD Cognitive Neuroscience of Language Lab, the UMD Language Development and Parenting Lab and audiences at BUCLD 38, PHLINT 1, MACSIM 3rd, and CLS 49. The authors would also like to acknowledge members of the UMD Project on Children{\textquoteright}s Language Learning, including Morgan Moyer, Anne Ramirez and Susan Ojo for helping to collect data. This work was supported in part by a UMD Baggett Fellowship awarded to R. Dudley, NSF grant BCS-1124338 awarded to V. Hacquard and J. Lidz, and UMD{\textquoteright}s NSF-IGERT DGE-0801465. Funding Information: The authors would like to thank Kate Harrigan, Shevaun Lewis, Morgan Moyer, Aaron Steven White, and Alexander Williams for fruitful discussion of this work as various stages, as well as the members of the UMD Cognitive Neuroscience of Language Lab, the UMD Language Development and Parenting Lab and audiences at BUCLD 38, PHLINT 1, MACSIM 3rd, and CLS 49. The authors would also like to acknowledge members of the UMD Project on Children?s Language Learning, including Morgan Moyer, Anne Ramirez and Susan Ojo for helping to collect data. This work was supported in part by a UMD Baggett Fellowship awarded to R. Dudley, NSF grant BCS-1124338 awarded to V. Hacquard and J. Lidz, and UMD?s NSF-IGERT DGE-0801465. Publisher Copyright: {\textcopyright} 2015, Springer International Publishing Switzerland.",
year = "2015",
doi = "10.1007/978-3-319-07980-6_11",
language = "English",
series = "Studies in Theoretical Psycholinguistics",
publisher = "Springer Nature",
pages = "241--262",
booktitle = "Studies in Theoretical Psycholinguistics",
address = "United States",
}