Experimental semantics and pragmatics
Romoli, J., Khan, M., Sudo, Y., & Snedeker, J. (2015). Solving temporary referential ambiguity using presupposed content. In Schwarz, F. (Ed.),Experimental Perspectives on Presuppositions (pp. 67-87). Springer International Publishing.
Romoli, J., Sudo, Y. and Snedeker, J. (2012). An Experimental Investigation of Presupposition Projection in Conditional Sentences. In Neil Ashton, Anca Chereches, and David Lutz (eds.) Proceedings of Semantics and Linguistic Theory (SALT) 21.
Scalar Implicature: Online Processing and Acquisition
Hartshorne, J. & Snedeker, J., (draft). The speed of inference: Evidence against rapid use of context in the calculation of scalar implicatures.
Huang, Y. & Snedeker, J. (draft). Some inferences still take time: Prosody, predictability, and the speed of scalar inferences
Hartshorne, J. K., Snedeker, J., Liem Azar, S. Y. M., & Kim, A. E. (2015). The neural computation of scalar implicature, Language, Cognition and Neuroscience, 30(5), 620-634. DOI: 10.1080/23273798.2014.981195
Huang, Y., Spelke, E., & Snedeker, J. (2013). What exactly do number words mean? Language Learning and Development, 9(2), 105-129. (Please cite this paper when using the covered box task. Includes data on the interpretation of numbers and scalar quantifiers in two and three year olds).
Huang, Y. & Snedeker, J. (2011). Logic and conversation revisited: Evidence for a division between semantic and pragmatic content in real-time language comprehension. Language and Cognitive Processes, 26(8), 1161-1172.
Huang, Y. & Snedeker, J. (2009). Online interpretation of scalar quantifiers: Insight into the semantics–pragmatics interface. Cognitive Psychology, 58(3), 376-415.
Huang, Y. & Snedeker, J. (2009). Semantic meaning and pragmatic interpretation in five-year olds: Evidence from real time spoken language comprehension. Developmental Psychology, 45(6), 1723-1739.
The Meaning and Acquisition of Number Words
Huang, Y., Spelke, E., & Snedeker, J. (2013). What exactly do number words mean? Language Learning and Development, 9(2), 105-129. (Includes data on scalar quantifiers in two and three year olds).
Huang, Y., Spelke, E. & Snedeker, J. (2009). When is four far more than three? Children’s generalization of newly acquired number words. Psychological Science, 21(4), 600-606.
Panizza, D., Chierchia, G., Huang, Y., & Snedeker, J. (2009). The Relevance of Polarity for the Online Interpretation of Scalar Terms. The Proceedings of Semantics and Linguistic Theory (SALT) 19, Columbus, OH.
Psych Verbs and Implicit Causality
Hartshorne, J., O’Donnell, T., Sudo, Y., Uruwashi, M., Lee, M. & Snedeker, J. (accepted pending revision). Psych verbs, the linking problem, and the acquisition of language.
Hartshorne, J. K., Pogue, A., & Snedeker, J. (2015). Love is hard to underst and: The relationship between transitivity and caused events in the acquisition of emotion verbs. To appear in Journal of Child Language.
Hartshorne, J. K., & Snedeker, J. (2012) Verb argument structure predicts implicit causality: The advantages of finer-grained semantics. Language and Cognitive Processes, 1-35.
Srinivasan, M. & Snedeker, J. (2014). Polysemy and the taxonomic constraint: Children’s representation of words that label multiple kinds, Language Learning and Development, 10(2), 97-128. DOI: 10.1080/15475441.2013.820121
Rabagliati, H. & Snedeker, J. (2013). The truth about chickens and bats: Ambiguity avoidance distinguishes types of polysemy. Psychological Science. 24, 1354-1360.
Srinivasan, M., & Snedeker, J. (2011). Judging a book by its cover and its contents: The representation of polysemous and homophonous meanings in four-year-old children. Cognitive Psychology, 62, 245-272.
Barner, D., Li, P. & Snedeker, J. (2010). Words as windows to thought: the case of object representation. Current Directions in Psychological Science, 1-6.
Barner, D., Wagner, L. & Snedeker, J. (2008). Events and the ontology of individuals: Verbs as a source of individuating nouns. Cognition, 106(2), 1-6.
Barner, D. & Snedeker, J. (2006). Children’s Early Understanding of Mass-Count Syntax: Individuation, Lexical Content, and the Number Asymmetry Hypothesis. Language Learning and Development, 2(3), 163-194.
Barner, D. & Snedeker, J. (2005). Quantity judgments and individuation: Evidence that mass nouns count. Cognition, 97, 163-194.
Huang, Y. & Snedeker, J. (2013). The use of referential context in children’s online interpretation of scalar adjectives. Developmental Psychology, 49(6), 1090-1102.
Barner, D. & Snedeker, J. (2008). Compositionality and statistics in adjective acquisition: 4-year olds interpret tall and short based on the size distributions of novel noun referents. Child Development, 79(3), 594-608.