Experimental Pragmatics/Semantics -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- List of contributors -- Introduction -- 1. Introduction -- 2. Testing for scalar implicatures -- 3. Varieties of pragmatic enrichment -- 4. Developmental pragmatics -- 5. Pragmatic impairment -- 6. Processing and the neuronal system -- 7. Variety of methodologies -- 8. The contributions to this volume -- Selected bibliography -- The development of conversational competence in children with Specific Language Impairment -- 1. Introduction -- 1.1 Children with Specific Language Impairment -- 1.2 Grice's maxims -- Quantity -- Quality -- Relation: Be relevant. -- Manner -- 2. Language-impaired children's conversational skills -- 2.1 General characteristics -- 2.2 Social skills of children with SLI -- 2.3 Adult interaction with language-impaired children -- 3. Language development and early performance on the maxims -- 3.1 Findings of previous studies -- 3.2 Limitations of previous studies -- 4. The present study -- 4.1 Research questions -- 4.2 Participants -- 4.3 Procedure -- 4.4 Results -- 5. Discussion -- 5.1 Violation categories and the maxims -- 5.2 Conversational skills of a language impaired child with higher cognitive and language skills -- 5.3 Quantifying and categorizing conversational violations by Children with SLI -- 5.4 Future directions -- 6. Summary -- References -- Appendix -- The impact of literal meaning on what-is-said -- 1. Contextualism: The state of the debate -- 2. Experimental approaches -- 2.1 Noveck and Sperber -- 2.2 Gibbs and Moise -- 2.3 Nicolle and Clark -- 2.4 The status of implicatures -- 3. The method of the study -- 4. Discussion of the results -- 5. Summary -- References -- Appendix -- Discourse under control in ambiguous sentences -- 1. Introduction -- 2. Satisfaction of the Question-Answer-Requirement.

3. Non-adult interpretations with modals -- 3.1 Experiment I: Children's interpretation of potere and negation in Italian -- 3.2 Experiment II: Evaluation of the Question-Answer-Requirement -- 4. General discussion -- 5. Summary -- References -- Pragmatic children -- 1. Introduction -- 2. Focus particles and children's acquisition task -- 3. Previous studies on children's comprehension of sentences with only -- 4. The study -- 4.1 Experiment 1 -- 4.1.1 Participants -- 4.1.2 Materials and procedure -- 4.1.3 Results -- 4.1.4 Discussion -- 4.2 Experiment 2 -- 4.2.1 Participants -- 4.2.2 Material and procedure -- 4.2.3 Results -- 4.2.4 Discussion -- 5. General Discussion -- References -- Appendix A -- Appendix B -- Adult response uniformity distinguishes semantics from pragmatics -- 1. Introduction -- 2. Some of) the semantic and pragmatic meanings of coordination -- 2.1 Truth-conditional semantic meaning -- 2.2 Pragmatic meaning -- 2.3 Non-truth-conditional arbitrary meaning -- 3. Hypotheses and predictions -- 3.1 Hypotheses and predictions for adults -- 3.2 Hypotheses and predictions for children -- 4. The experiment -- 4.1 The task and materials -- 4.1.1 Condition 1 -- 4.1.2 Condition 2 -- 4.1.3 Condition 3 -- 4.1.4 Condition 4 -- 4.1.5 Condition 5 -- 4.1.6 Condition 6 -- 4.2 Participants -- 5. Results and discussion -- 5.1 The adult results -- 5.1.1 Semantic meaning -- 5.1.2 Pragmatic meaning -- 5.2 The child results -- 5.2.1 Semantic meaning -- 5.2.2 Pragmatic meaning -- 5.3 Summary of results -- 6. Summary and general discussion -- 6.1 Adult response (non)uniformity for semantics and pragmatics -- 6.2 Interpreting child responses to tests of semantic and pragmatic meaning -- 7. Response uniformity cross-linguistically -- 8. Theoretical and experimental criteria for distinguishing semantics and pragmatics -- 9. Conclusions -- References.

Numerals and scalar implicatures -- 1. Introduction -- 2. An overview of theoretical approaches to Scalar Implicatures -- 3. Numerals and Scalar Implicatures -- 4. Experiment 1: An off line semantic judgment test -- 5. Experiment 2: An online processing experiment -- 6. Conclusions -- References -- Meaning in the objects -- 1. Introduction -- 1.1 A symbol influences object perception -- 1.2 Semiotic character of objects -- 2. Method -- 2.1 Subjects -- 2.2 Stimuli -- 2.3 Procedure -- 2.4 Category system for nonverbal performance -- 3. Results and Discussion -- 3.1 Cross-linguistic findings on age, lexicon and performance -- 3.2 Gestural type in canonical vs. noncanonical settings -- 3.3 Discussion -- 3.4 Conclusions -- References -- Appendix -- Blocking modal enrichment (Tatsächlich) -- 1. Introduction -- 2. Modal enrichment -- 3. Blocking modal enrichment -- 4. Discussion -- 5. Conclusion -- References -- The hepatitis called … -- 1. Introduction -- 2. Enriched composition -- 3. Revious electrophysiological evidence -- 4. Empirical evidence for enriched composition during reference transfer -- 4.1 ERP study -- 4.2 Norming study -- 5. General Discussion -- The role of QUD and focus on the scalar implicature of most -- 1. Introduction -- 2. Experiment 1 -- 2.1 Setup and items -- 2.2 Design -- 2.3 Participants and procedure -- 2.4 Results and discussion -- Results of the wh-QUD conditions -- Results of the yes/no-QUD conditions -- 3. Experiment 2 -- 3.1 Setup, items, design and procedure -- 3.2 Participants -- 3.3 Results and Discussion -- 4. General Discussion -- 5. Conclusion -- References -- Index -- The series Linguistik Aktuell/Linguistics Today.