This article uses a conversation analytic framework to describe a type of wh-question used to challenge a prior utterance, specifically to challenge the basis for or right to do an action done by the prior utterance. These wh-questions are able to do challenging because, rather than asking for new information, they are used to convey a strong epistemic stance of the questioner, a negative assertion. The utterances are designed as requests for an account for a prior claim or action, (...) but by conveying a negative assertion, they suggest that there is no adequate account available and, thus, that there are no grounds for the prior claim or action. The use of these questions in institutional settings can display participants' orientation to institutional goals, norms and roles, showing that institutional roles can thus be enacted, and goals accomplished, by means of practices of talk which are not, themselves, institutionally specific. (shrink)

Cet article, s’inscrit dans le cadre minimaliste de la syntaxe générative et étudie oui / non et wh-questions dans la langue Ǹjò̩-kóo, parlée dans l’état de Ondo au Nigeria. On observe que la particule interrogative pour des questions de type oui / non qui suit systématiquement le sujet DP se trouve également dans des clauses avec wh-questions. Cet article soutient que oui / non et wh-questions sont projetées par la même tête fonctionnelle Inter˚, et que wh-words (...) ne participent pas à la saisie de wh-propositions comme interrogative. L’article conclut que le mouvement de Wh-éléments vers la position initiale de la clause dans les langues à WH-mouvement n’a pas pour but l’interrogation mais plutôt pour la focalisation. (shrink)

We consider two issues relating to WH-questions:(i) when you ask aWH-question you already have a description of the entity you are interested in,namely the description embodied in the question itself. You may evenhave very direct access to the entity – see (1) below.In general, what you want is an alternative description of some item thatyou already know a certain amount about.

In most cases, a wh-question calls for an answer that names an entity in the set denoted by the extension of the wh-complement. However, evidence from questions with necessity modals and questions with collective predicates argues that sometimes a wh-question must be interpreted with a higher-order reading, in which this question calls for an answer that names a generalized quantifier. This paper investigates the distribution and compositional derivation of higher-order readings of wh-questions. First, I argue that the (...) generalized quantifiers that can serve as semantic answers to wh-questions must be homogeneously positive. Next, on the distribution of higher-order readings, I observe that questions in which the wh-complement is singular-marked or numeral-modified can be answered by elided disjunctions but not by conjunctions. I further present two ways to account for this disjunction–conjunction asymmetry. In the uniform account, these questions admit disjunctions because disjunctions may satisfy the atomicity requirement of singular-marking and the cardinality requirement of numeral modification. In the reconstruction account, the wh-complement is syntactically reconstructed, which gives rise to local uniqueness and yields a contradiction for conjunctive answers. (shrink)

There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to wh-questions, a challenging quality of the communicative input, is associated with toddlers' vocabulary and later verbal reasoning skills in a sample of low-income, African-American fathers and their 24-month-old children. Dyads were videotaped in free play sessions at (...) home. Videotapes were transcribed and reliably coded for sheer quantity of fathers' input as well as the number of wh-questions fathers produce. Children's productive vocabulary was measured at 24 months using the McArthur Bates Communicative Development Inventory MCDI, and children's verbal reasoning skills were measured 1 year later using the Bayley Scales of Infant Development. Results indicate that the overall quantity of father talk did not relate to children's vocabulary or reasoning skills. However, fathers' use of wh-questions related to both vocabulary and reasoning outcomes. Children's responses to wh-questions were more frequent and more syntactically complex, measured using the mean length of utterance, than their responses to other questions. Thus, posing wh-questions to 2-year-olds is a challenging type of input, which elicits a verbal response from the child that likely helps build vocabulary and foster verbal reasoning abilities. (shrink)

The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation (...) of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005 ) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self-paced reading experiments on the processing of in-situ wh -questions in Mandarin Chinese and French. Finally, we review the implications that our findings have for the specific theoretical linguistics questions that we originally aimed to address. We conclude with an overview of the general insights that can be gained from the role of structural hierarchy and grammatical constraints in processing and the existing limitations on the generalization of results. (shrink)

Previous work has reported that children creatively make syntactic errors that are ungrammatical in their target language, but are grammatical in another language. One of the most well‐known examples is medial wh‐question errors in English‐speaking children's wh‐questions (e.g., What do you think who the cat chased? from Thornton, 1990). The evidence for this non‐target‐like structure in both production and comprehension has been taken to support the existence of innate, syntactic parameters that define all possible grammatical variation, which serve as (...) a top‐down constraint guiding children's language acquisition process. The present study reports new story‐based production and comprehension experiments that challenge this interpretation. While we replicated previous observations of medial wh‐question errors in children's sentence production (Experiment 1), we saw a reduction in evidence indicating that English‐speaking children assign interpretations that conform to the medial wh‐question pattern (Experiment 2). Crucially, we found no correlation between production and comprehension errors (Experiment 3). We suggest that these errors are the result of children's immature sentence production mechanisms rather than immature grammatical knowledge. (shrink)

1.1 Wh-expressions as diagnostics of scope 1.1.1 Fronting and possible answers as indicators of scope 1.1.2 Constraints on Scope: ECP and Subjacency 1.1.3 Alternatives to Covert Movement 1.1.4 Overview of the chapter 1.2 Cross-linguistic variation in multiple -wh-questions 1.2.1 Non-fronting languages 1.2.2 Multiple -fronting languages 1.2.3 Languages without multiple -wh-questions 1.2.4 Optional-fronting languages 1.2.5 Explanations for typological variation 2 Superiority effects.

In a multiagent and multi-cultural world, the fine-grained analysis of agents’ dynamic behaviour, i.e. of their activities, is essential. Dynamic activities are actions that are characterized by an agent who executes the action and by other participants of the action. Wh-questions on the participants of the actions pose a difficult particular challenge because the variability of the types of possible answers to such questions is huge. To deal with the problem, we propose the analysis and classification of Wh- (...) class='Hi'>questions apt for agents’ communication in a multiagent system (MAS). Our proposal of such a system consists of agents who communicate with their fellow agents by messaging so that each autonomous agent, though resource-bounded, can make less or more rational decisions to meet its own and collective goals. In addition, by communicating with other fellow agents and their environment, agents can learn new concepts and enrich their ontology so that their behaviour is dynamic. We aim to make a general proposal of the system so that the ‘envelope’ of agents’ messages can be formalized in any MAS standard, be it The Foundation for Intelligent Physical Agents - Agent Communication Language (FIPA-ACL) or Knowledge Query and Manipulation Language (KQML). Yet, the content of messages is encoded in a formalized natural language. To this end, we apply Transparent Intensional Logic (TIL) with its procedural semantics which is particularly apt for a fine-grained analysis in which all the semantically salient features of natural language can be plausibly formalized. In this paper, we concentrate on analysing the content of query messages, particularly the content of those that encode Wh-questions and the answers to them. We also summarize TIL deduction system that makes it possible to answer such questions in an intelligent way. Linguists distinguish several subtypes of Wh-questions. Though the linguistic classification is helpful, it is not always suitable for agents’ communication and reasoning. We need the classification based on a logical analysis of Wh-questions so that the agents can infer possible answers to such questions rather than only looking for them by keywords. This paper aims to apply an appropriate classification of the logical types of Wh-questions and the analysis of such questions; we concentrate in particular on questions concerning the participants of activities. The application of these results to the analysis of processes and events based on verb valency frames is another novelty of the paper. (shrink)

Event-related potential components are sensitive to the processes underlying how questions are understood. We use so-called “covert” wh-questions in Mandarin to probe how such components generalize across different kinds of constructions. This study shows that covert Mandarin wh-questions do not elicit anterior negativities associated with memory maintenance, even when such a dependency is unambiguously cued. N = 37 native speakers of Mandarin Chinese read Chinese questions and declarative sentences word-by-word during EEG recording. In contrast to prior (...) studies, no sustained anterior negativity was observed between the cue word, such as the question-embedding verb “wonder,” and the in-situ wh-filler. SANs have been linked with working memory maintenance, suggesting that grammatical features may not impose the same maintenance demands as the content words used in prior work. (shrink)

Although the historical‐causal picture of reference Kripke sketches in Naming and Necessity is highly influential, Kripke in fact says very little about what reference is and how it comes about. In this paper I point out that the possibility of asking WH‐questions (i.e. ‘what?’, ‘who?’, ‘which?’) about a sound or inscription pattern (e.g., what does that refer to?) shows that in case of names especially, their reference, if there is one, will be preserved by a causal‐historical chain constituted by (...) transmissions of the (physical) patterns themselves, even in absence of language users or any linguistic intentions. I sketch out a causal‐informational theory of reference, that holds that the causal aspect of refence transmission is due to two‐factors. On the other hand there are informational chains constituted by data transmissions, on the other, also communicational rules by which speakers can interpret the data as information of something are needed. In most part the causal‐informational theory sketched in the paper can be viewed as complementing Kripke’s original causal picture. However, I will argue that Kripke's account of fixing the reference of proper names in ‘initial baptisms’ is inadequate. I will argue that most cases of seemingly fixing the reference via use of a definite description (e.g., the naming of Neptune) in fact presuppose a prior causal‐informational connection to the named object, thus essentially fixing the reference in the same way as in cases of baptism by ostension. I will further argue that in the cases that do not fall into the previous category, the baptism by definite description simply fail to fix any reference. I thus conclude that there is no such thing as fixing the reference of a proper name by definite description. (shrink)

This study is an investigation of both comprehension and production of Wh- questions in Malay-speaking children with a developmental language disorder. A total of 15 Malay children with DLD were tested on a set of Wh- questions, comparing their performance with two control groups [15 age-matched typically developing children and 15 younger TD language-matched children]. Malay children with DLD showed a clear asymmetry in comprehension of Wh- questions, with a selective impairment for which NP questions compared (...) with who questions. Age-matched controls performed at ceiling in all Wh- questions, while the language-matched group reported a subject/object asymmetry selective for the which NP, as reported in other languages. In production, both children with DLD and younger children showed a preference for questions with in situ Wh- elements, a structure that is allowed in colloquial Malay, but which is not produced by the age-matched TD group. Several non-adult-like strategies were adopted particularly by the children with DLD to avoid complex sentences, including substitution with yes/no echo questions, production of the wrong Wh- question, and use of a generic Wh- element. The study provides an insight on the mastery of Wh- questions in both typical Malay children and children with DLD. Implications for the definition of a clinical marker for DLD in a free word order language with Wh- in situ option will be discussed. (shrink)

Questions with a quantificational subject have readings that seemingly involve quantification into questions (called ‘QiQ’ for short). In particular, in single-wh questions with a universal quantifier, QiQ-readings call for pair-list answers, similar to pair-list readings of multiple-wh questions. This paper unifies the derivation of QiQ-readings and distinguishes QiQ-readings from pair-list readings of multiple-wh questions. I propose that pair-list multiple-wh questions and QiQ-questions both involve a wh-dependency, namely, that the wh-/quantificational subject stands in a (...) functional dependency with the trace of the wh-object. In particular, in a pair-list multiple-wh question, the wh-subject binds into the trace of the wh-object across an identity operator; in a QiQ-question, the quantificational subject binds into the trace of the wh-object across a predication operator. These operations give rise to distinct definedness requirements, which vary with the quantificational force of the wh-/quantificational subject. The proposed analysis explains a contrast in domain exhaustivity between the pair-list readings of multiple-wh questions and questions with a universal quantifier, while also doing justice to the intuitive similarities between these two types of questions. I further propose that the observed QiQ-effect in a QiQ-question is derived by extracting one of the minimal proposition sets that satisfy the aforementioned quantificational predication condition. The values of these sets determine whether the QiQ-reading is available and whether a QiQ-question admits pair-list answers and/or has a choice flavor. (shrink)

Do you know who you are? If the question seems unclear, it might owe to the notion of ‘knowing-wh’ (knowing-who, knowing-what, knowing-when, etc.). Such knowledge contrasts with ‘knowing-that’, the more familiar topic of epistemologists. But these days, knowing-wh is receiving more attention than ever, and here we will survey three current debates on the nature of knowing-wh. These debates concern, respectively, (1) whether all knowing-wh is reducible to knowing-that (‘generalized intellectualism’), (2) whether all knowing-wh is relativized to a contrast proposition (...) (‘contrastivism about knowing-wh’), and (3) whether the context-sensitivity of knowing-wh is a semantic or purely pragmatic phenomenon (‘contextualism vs. invariantism about knowing-wh’). (shrink)

Les concepts de thème et de thématisation sont généralement considérés comme centraux dans l’analyse sémantique et pragmatique des textes et des énoncés ; toutefois ils ne figurent guère dans les études sur les questions. L’article défend l’idée qu’ils sont essentiels pour comprendre les interrogatives ; il utilise ces concepts dans le cadre d’une analyse génétique des structures interrogatives.

Various authors have attempted to understand knowledge-wh—or knowledge ascriptions that include an interrogative complement. I present and explain some of the analyses offered so far and argue that each view faces some problems. I then present and explain a newanalysis of knowledge-wh that avoids these problems and that offers several other advantages. Finally I raise some problems for invariantism about knowledge-wh and I argue thatcontextualism about knowledge-wh fits nicely with a very natural understanding of the nature of questions.

Know -wh ascriptions are ubiquitous in many languages. One standard analysis of know -wh is this: someone knows-wh just in case she knows that p, where p is an answer to the question included in the wh-clause. Additional conditions have also been proposed, but virtually all analyses assume that propositional knowledge of an answer is at least a necessary condition for knowledge-wh. This paper challenges this assumption, by arguing that there are cases where we have knowledge-wh without knowledge- that of (...) an answer, for example in the cases familiar from arguments for the Extended Mind hypothesis. (shrink)

This article contributes to a critical discussion of how `question' and `questioning' may be defined in terms of form and function by analyzing the interactional usage of two apparently synonymous `question' words, German warum and wieso and their common English translation why. Warum and why are employed for two different interactional achievements. Wieso marks the utterance as an information request. In this respect, it is affiliative. In contrast, warum points to something wrong and is thus complaint implicative. Recipients orient to (...) warum as disaffiliative. A contrastive analysis of German warum and wieso with English why shows that why allows for ambiguity, whereas warum and wieso are unambiguous. While there is a core usage of these lexical items, they are also employed differently with an orientation to institutionality. In business meetings, there is a correlation between the occurrence of the complaint-implicative warum and the leadership status of the speaker in the team. (shrink)

This article presents a new criticisms of reductive approaches to knowledge-‘wh’ (i.e., those approaches on which whether one stands in the knowledge-‘wh’ relation to a question is determined by whether one stands in the knowledge-‘that’ relation to some answer(s) to the question). It argues in particular that the truth of a knowledge-‘wh’ attribution like ‘Janna knows where she can buy an Italian newspaper’ depends not only on what Janna knows about the availability of Italian newspapers, but on what she believes (...) about the matter. This dependence of Janna's knowledge-‘wh’ on her (possibly false) beliefs is incompatible with the reductive approach. (shrink)

In this paper, I offer a novel account of knowledge ascriptions with concealed questions as complements. I begin by discussing various theories of knowledge-the proposed in the literature and raising some problems for each. I then present and explain my positive proposal, arguing that knowledge ascriptions with concealed questions as complements say that the subject stands in the knowledge relation to a question. I claim that this view avoids the problems facing other accounts and offers a unified account (...) of knowledge-the, knowledge-wh, and, importantly, other attitudes with interrogative complements. On this account, when we utter any attitude ascription that contains an explicit question, an indirect question, or a concealed question, we say that some subject stands in the relevant relation to a question. (shrink)

The central and paradigmatic cases of knowledge discussed in philosophy involve the possession of truth. Is there in addition a distinct type of practical knowledge, which does not aim at the truth? This question is often approached through asking whether states attributed by “know-how” locutions are distinct from states attributed by “know-that”. This paper argues that the question of practical knowledge can be raised not only about some cases of “know-how” attributions, but also about some cases of so-called “know-wh” attributions; (...) and that certain features of this practical knowledge-wh put pressure on the standard analysis of know-wh. (shrink)

This paper presents an analysis of wh-complements in Montague Grammar. We will be concerned primarily with semantics, though some remarks on syntax are made in Section 4. Questions and wh-comple ments in Montague Grammar have been studied in Hamblin (1976), Bennett (1979), Karttunen (1977) and Hauser (1978) among others. These proposals will not be discussed explicitly, but some differences with Karttunen's analysis will be pointed out along the way.

W. Labov's & T. Labov's findings concerning their child grammar acquisition ("Learning the Syntax of Questions" in Recent Advances in the Psychology of Language, Campbell, R. & Smith, P. Eds, New York: Plenum Press, 1978) are interpreted in terms of different semantics of why & other wh-questions. Z. Dubiel.

This short paper describes a perspective on questions which does not view wh-words as existential quantifiers or as expressions introducing a quantificational domain, but rather as indeterminate referential expressions (Dotlačil and Roelofsen 2019). The proposal is programmatic in nature, and several aspects of it remain to be worked out in greater detail. I argue, however, that it has several potential benefits, including a principled account of weak and strong question interpretations, a uniform analysis of single-wh and multiple-wh questions, (...) and an account of the typologically widespread similarity between interrogative and indefinite pronouns which, unlike previous approaches, can explain the observation that if a language contains interrogative and indefinite pronouns which are similar in form but non-identical (e.g., where and somewhere), the indefinite pronouns are always morphologically more complex than the interrogative pronouns, and never the other way around (Haspelmath 1997). The tentative proposal is that an interrogative pronoun involves complete indeterminacy in the sense that it does not only leave open what its referential value is but also whether it has a referential value at all. For instance, where is completely indeterminate, permitting lack of a referential value. The ‘some’ in somewhere eliminates this possibility and thereby exerts existential force. (shrink)

This paper takes a stand on Hamblin semantics and its relation to the semantics-to-pragmatics interface. Biased questions, where the speaker finds one of the options more likely and expects the confirmation that p is true, raise a concern about the limits of Hamblin semantics. I argue that biased questions have modified Hamblin semantics, while unbiased questions have unconstrained Hamblin semantics. The optional bias feature explains compositionally. It is triggered by likelihood presuppositions ranging Hamblin sets and highlighting the (...) preferred alternative(s). Biased effects are exceptionally possible in alternative and wh-questions, but only in polar questions, they can be encoded lexically and grammatically. I argue that Hamblin semantics covers all core types of questions, while some of its applications for non-questions are problematic. (shrink)

Reductionists about knowledge-wh hold that "s knows-wh" (e.g. "John knows who stole his car") is reducible to "there is a proposition p such that s knows that p, and p answers the indirect question of the wh-clause." Anti-reductionists hold that "s knows-wh" is reducible to "s knows that p, as the true answer to the indirect question of the wh-clause." I argue that both of these positions are defective. I then offer a new analysis of knowledge-wh as a special kind (...) of de re knowledge. (shrink)

Pesetsky’s (1987) ‘‘aggressively non-D-linked’’ wh-phrases (like who the hell; hereinafter, wh-the-hell phrases) exhibit a variety of syntactic and semantic peculiarities, including the fact that they cannot occur in situ and do not support nonecho readings when occurring in root multiple questions. While these are familiar from the literature (albeit less than fully understood), our focus will be on a previously unnoted property of wh-the-hell phrases: the fact that their distribution (in single wh-questions) matches that of polarity items (PIs). (...) We lay out the key data supporting this claim, embed the PI nature of wh-the-hell phrases in the theory of polarity developed in Giannakidou 1998, 1999, 2001, and establish the link between the lexical content of these phrases and their PI status by identifying wh-the-hell as a dependent PI. We subsequently exploit the PI status of wh-the-hell to explain the more familiar puzzles mentioned above, showing that these are not peculiarities specific to wh-the-hell but manifestations of the general properties of the class of PIs that wh-the-hell belongs to. The syntactic aspects of the polarity analysis of wh-the-hell are shown to have important consequences for the fundamental properties of wh-movement in English. (shrink)

This article discusses a kind of knowledge classifiable as knowledge-wh but which seems to defy analysis in terms of the standard reductive theory of knowledge-wh ascriptions, according to which they are true if and only if one knows that p, where this proposition is an acceptable answer to the wh-question ‘embedded’ in the ascription. Specifically, it is argued that certain cases of knowing what an experience is like resist such treatment. I argue that in some of these cases, one can (...) know that p, where an acceptable answer to the question ‘What’s the experience like?’ is that p, but where one does not know what the experience is like. This could point to the distinctiveness of this sort of knowledge. (shrink)

In this dissertation I attempt to develop a better understanding of knowledge and belief. In Chapter 1 I offer an analysis of knowledge-wh . I argue that knowledge-wh ascriptions express that a subject stands in the knowledge relation to a question--where to stand in this knowledge relation to a question is to know an answer to the question. Additionally I adopt a contextualist picture of knowledge- wh . I raise some problems for invariantism about knowledge- wh and I argue that (...) contextualism about knowledge-wh fits nicely with a very natural understanding of the semantics of interrogatives, and the nature of questions. In Chapter 2 consider whether knowledge-how is importantly different from knowledge-wh . I argue that 'knows how' is ambiguous, but on one sense knowledge-how ascriptions should be treated just like the other knowledge ascriptions with interrogative complements. Hence this type of knowledge-how is not fundamentally distinct from knowledge-wh . In Chapter 3 I reconsider various theories about knowledge and knowledge- that ascriptions in light of our conclusions about knowledge- wh ascriptions. It seems that doing so can help adjudicate between contextualism and invariantism about knowledge-that and may help determine which form of contextualism about knowledge-that is the most plausible. In Chapter 4 I consider whether there is some fact about the nature of the attitudes that determines the verb's complement selection. Some have suggested that the embedding behavior of attitude verbs is correlated with the factivity of the attitude verb. I evaluate this suggestion and the possible explanations for the embedding behavior of the various attitude verbs. I attempt to determine the extent to which the factivity of verbs is correlated with their embedding behavior and I attempt to explain why factivity plays such an important role. I argue that these facts can provide important insights into the nature of the attitudes. In Chapter 5 I explore the way in which knowledge and action are related in an important way. I consider the claim that it is appropriate to treat the proposition that p as a reason for action if and only if you know that p . I first present and explain the principle. Next I consider some objections to the proposal, and I argue that none of these objections is successful. I claim that the contrastivist, in particular, has several moves available in the face of the alleged problems with this Reason-Knowledge principle. (shrink)

The paper reports two studies investigating children’s acquisition of the wh -adjunct zenme in Mandarin. Unlike other Mandarin wh -words that correspond to a single meaning, zenme can be used to question either the manner or the cause of an event. Study 1 explored whether children understand that zenme is ambiguous between a causal and a manner reading. Study 2 examined whether they can use syntactic cues to disambiguate the two readings. The findings show that children as young as 4 (...) years of age access both the manner and the causal reading, but they prefer the former over the latter. Children exhibit a developmental trajectory when acquiring the mapping relations between the syntactic positions of zenme and its corresponding semantic interpretations: 5-year-olds can use syntactic cues to disambiguate the two readings; 3-year-olds, however, are still in the stage of working out how the syntactic positions are mapped onto the relevant semantic interpretations; the critical change occurs at around 4 years of age. The implications of the findings were then discussed in relation to the two major competing theories of child language acquisition. (shrink)

Ignorance and incompleteness -- The instrumental model of talking : how to talk about talk -- Open questions, confirmation questions, and how to choose -- Which sentence-type to use when asking them -- Quantifiers, wh-expressions, and manners of interpretation -- Syntactic structure -- On the questioning speech-acts and the kinds of ignorance they -- Address.

In this paper I argue that there is a class of attitudes that have questions (rather than propositions or something else) as contents.

In this paper we reconsider the issue of free choice and the role of the wh-morphology employed in it. We show that the property of being an interrogative wh-word alone is not sufficient for free choice, and that semantic and sometimes even morphological definiteness is a pre-requisite for some free choice items (FCIs) in certain languages, e.g. in Greek and Mandarin Chinese. We propose a theory that explains the polarity behaviour of FCIs cross-linguistically, and allows indefinite (Giannakidou 2001) as well (...) as definite-like FCIs. The difference is manifested as a lexical distinction in English between any (indefinite) and wh-ever (definite); in Greek it appears as a choice between a FCI nominal modifier (taking an NP argument), which illustrates the indefinite option, and a FC free relative illustrating the definite one. We provide a compositional analysis of Greek FCIs in both incarnations, and derive in a parallel manner the Chinese FCIs. Here the definite versus indefinite alternation is manifested in the presence or absence of dōu, which we take to express the maximality operator. It is thus shown that what we see in the morphology of FCIs in Greek is reflected in syntax in Chinese. Our analysis has important consequences for the class of so-called wh-indeterminates. In the context of current proposals, free choiceness is taken to come routinely from interrogative semantics, and wh-indeterminates are treated as question words which can freely become FCIs (Kratzer and Shimoyama 2002). Our results from Mandarin and Greek emphasize that wh-indeterminates do not form a uniform class in this respect, and that interrogative semantics alone cannot predict either sensitivity of free choice to definiteness, or the polarity behaviour of FCIs. (shrink)

This paper presents the observation that negative non-wh-questions with inverted negation do not have an alternative (alt-)question reading. In English, a simple question like (1) has two possible readings: a yes-no (yn-)question reading, paraphrased in (1a), and an alt-question reading, disambiguated in (1b). Under the yn-question reading, the question can be answered as in (2); under the alt-question reading, acceptable answers are (3).

La thématique des questions d’un point de vue diachronique est l’objet de cet article. Dans un premier temps, est proposé un tour d’horizon des questions ouvertes et fermées depuis le vieil anglais avant de nous intéresser à l’apparition et à l’évolution des pronoms relatifs en wh-. L’auxiliaire do est brièvement discuté. Sont ensuite analysés les syntagmes nominaux thématisés et les prédications existentielles, puis les questions tags ainsi que la grammaticalisation des questions fermées.

This paper investigates how the distribution of negative polarity items can inform our understanding of the underlying semantic representation of constituent questions. It argues that the distribution of NPIs in questions is governed by the same logical properties that govern their distribution in declarative constructions. Building on an observation due to Guerzoni and Sharvit that strength of exhaustivity in questions correlates with the acceptability of NPIs, I propose a revision of the semantics of questions that can (...) explain this link in terms already familiar from the literature of negative polarity, namely the availability of a local downward entailing environment. I argue for a new theory of questions that takes strength of exhaustivity to be encoded internal to the question nucleus rather than in different answer-hood operators. This switch, while conceptually a simple move, has far-reaching consequences in the domain of questions. I also show how this new analysis can account for a host of issues related to NPIs, such as the subject–object asymmetry noted by Han and Siegel, the interaction between NPIs and high versus low wh-adjuncts, the varying acceptability of NPIs in the restrictor of which-phrases, and the contrast between weak and strong NPIs. (shrink)

Emotive-factive predicates, such as surprise or be happy, are a source of empirical and theoretical puzzles in the literature on embedded questions. Although they embed wh-questions, they seem not to embed whether-questions. They have complex interactions with negative polarity items such as any or even, and they have been argued to preferentially give rise to weakly exhaustive readings with embedded questions. We offer an empirical overview of the situation in three experiments collecting acceptability judgments, monotonicity judgments, (...) and truth-value judgments. The results straightforwardly confirm the special selectional properties of emotive-factive predicates. More interestingly, they reveal the existence of strongly exhaustive readings for surprise. The results also suggest that the special properties of emotive-factives cannot be solely explained by their monotonicity profiles, because they were not found to differ from the profiles of other responsive predicates. (shrink)

This article considers how two different question designs as positive polar questions and wh-questions occurring in different interactional contexts set up a sequence in which a direct complaint is produced in third position as the result of an interactional achievement. Positive polar questions are employed to establish immediately a common ground of understandability between caller and call-taker. Wh-questions are used as challenges and speakers subsequently provide explicit grounds for the challenges in third turns, due to the (...) interpretation of the question given by their recipients. (shrink)

Questions are not on all fours with assertions or directions, but higher-level acts that can operate on either to yield theoretical questions, as when one asks whether the door is closed, or practical questions, as when one asks whether to close it. They contain interrogative force indicators, which present positions of wondering, but also assertoric or directive force indicators which present the position of theoretical or practical knowledge the subject is striving for. Views based on the traditional (...) force-content distinction take the indicative mood for granted and therefore do not understand assertion in contrast to direction, but in contrast to questions and other higher-level acts such as logical and fictional acts. But a corresponding sign like Frege's judgement stroke can only redundantly signal the absence of a higher-level act. (shrink)

The projection pattern of the existential/uniqueness presupposition of a wh-complement varies depending on the predicate that embeds it. This variation poses problems for existing accounts that treat the presupposition as a semantic contribution of an operator merging with the wh-complement or of the embedding predicate. I propose that the problems can be solved if the existential/uniqueness presupposition is contributed by the propositions corresponding to the answers of the embedded question, under the Hamblin/Karttunen semantics for questions.

This paper studies the distribution of ‘list readings’ in questions like who does everyone like? vs. who likes everyone?. More generally, it focuses on the interaction between wh-words and quantified NPs. It is argued that, contrary to widespread belief, the pattern of available readings of constituent questions can be explained as a consequence of Weak Crossover, a well-known property of grammar. In particular, list readings are claimed to be a special case of ‘functional readings’, rather than arising from (...) quantifying into questions. Functional readings are argued to be encoded in the syntax as doubly indexed traces, which straightforwardly leads to a Crossover account of the absence of list readings in who likes everyone?. Empirical and theoretical consequences of this idea for the syntax and semantics of questions are considered. (shrink)

We observe that the facts pertaining to the acceptability of negative polarity items (henceforth, NPIs) in interrogative environments are more complex than previously noted. Since Klima [Klima, E. (1964). In J. Fodor & J. Katz (Eds.), The structure of language. Prentice-Hall], it has been typically assumed that NPIs are grammatical in both matrix and embedded questions, however, on closer scrutiny it turns out that there are differences between root and embedded environments, and between question nucleus and wh-restrictor. While NPIs (...) are always licensed in the nucleus of root questions, their acceptability in the restrictor of wh-phrases and in the nucleus of any embedded question depends on the logical properties of the linguistic environment: its strength in terms of exhaustivity [Groenendijk, J., & Stokhof, M. (1984). Studies on the semantics of questions and the pragmatic answers. Amserdam (NL), Post-Doctoral Dissertation. Heim, I. (1994). In R. Buchalla & A. Mittwoch (Eds.), Proceedings of the 9th annual IATL conference and of the 1993 IATL workshop on discourse (pp. 128-144). Akademon, Jerusalem. Beck, S., & Rullmann, H. (1999). Natural Language Semantics, 7, 249-298. Sharvit, Y. (2002). Natural Language Semantics, 10, 97-123] and its monotonicity properties (in the sense of von Fintel [von Fintel, K. (1999). Journal of Semantics, 16, 97-148]). (shrink)