• 한국지능시스템학회논문지
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• 제20권1호
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• pp.1-6
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• 2010

Ying[M.S. Ying, Linguistic quantifiers modeled by Sugeno integrals, Artificial Intelligence 170(2006) 581-606] studied a framework for modeling quantifiers in natural languages in which each linguistic quantifier is represented by a family of fuzzy measures and the truth value of a quantified proposition is evaluated by using Sugeno integral. In this paper, we consider interval-valued fuzzy measures and interval quantifiers which are the generalized concepts of fuzzy measures and quantifiers, respectively. We also investigate logical properties of a first order language with interval quantifiers modeled by the Sugeno integral with respect to an interval-valued fuzzy measures.

• 한국언어정보학회지:언어와정보
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• 제5권2호
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• pp.39-55
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children's conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli's (1995) yersion of Fodor's (1983) modularity hypothesis. The categorial status of the quantifier in the children's interpretation is considered, focusing on the movement of that quantifier out of its own extended projection to FP. It is claimed that children initially treat quantifiers as modifiers, rather than functional heads, and that the phenomenon of quantifier spreading by children can be attributed to delay in the development of the relevant functional category, i.e., DP (or QP), in language acquisition.

• 한국언어정보학회지:언어와정보
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• 제6권1호
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• pp.1-20
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• 2002

This paper examines existing approaches to exceptive constructions, which typically serve to maintain the use of universal quantifiers by diminishing the domain quantified over. It places a particular focus on constructions involving Korean oyey, Dutch behalve, and English apart from, other than, and aside from. These lexical items all share an interesting semantic property that they mean either 'except' or 'besides' depending upon their linguistic contexts, but they have largely been ignored in the literature of exceptive constructions. An observation is made that the two meanings of the ambiguous exceptive words are in complementary distribution with respect to types of quantifiers and that they are not an isolated fact. Based on this, a unifying formal semantic analysis is attempted for the constructions.

• 한국언어정보학회:학술대회논문집
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• 한국언어정보학회 2001년도 학술대회 논문집
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.