David Nicolas

A dilemma put forward by Schein (1993) and Rayo (2002) suggests that, in order to characterize the semantics of plurals, we should not use predicate logic, but plural logic, a formal language whose terms may refer to several things at once. We show that a similar dilemma applies to mass nouns. If we use predicate logic and sets when characterizing their semantics, we arrive at a Russellian paradox. And if we use predicate logic and mereoogical ums, the semantics turns out to be too weak. We then develop an account where mass nouns are treated as non-singular terms. This semantics is faithful to the intuition that, if there are eight pieces of silverware on a table, the speaker refers to eight things at once when he says: "The silverware that is on the table comes from Italy." We show that this account provides a satisfactory semantics for a wide range of sentences.

Research on mass nouns has focused on concrete terms. So, are there semantic properties shared by all mass terms? We first consider concrete nouns like milk and furniture. Contra Cheng (1973), we show that they can be held to refer distributively (i.e. to apply to any part of what they apply to) only if this property is understood with a new part-relation, that of N-part. In addition, they refer cumulatively: when they apply to each of two things, they also apply to the two things considered together. We then turn to abstract mass terms like beauty and love. We find, surprisingly, that they too refer distributively and cumulatively.

In this paper, we investigate how certain types of predicates should be connected with certain types of degree scales, and how this can affect the events they describe. The distribution and interpretation of various degree adverbials will serve us as a guideline in this perspective. They suggest that two main types of degree scales should be distinguished: (i) quantity scales, which are characterized by the semantic equivalence of Yannig ate the cake partially and Yannig ate part of the cake; quantity scales only appear with verbs possessing an incremental theme (cf. Dowty 1991); (ii) intensity scales, which are characterized by degree modifiers (e.g., extremely, perfectly) receiving an intensive interpretation; intensity scales typically occur with verbs morphologically related to an adjective (to dry). More generally, we capitalize on a typology of degree structures to explain how degrees play a central role with respect to event structure.

In English, some common nouns, like 'dog', can combine with determiners like 'a' and 'many', but not with 'much', while other nouns, like 'water', can be used together with 'much', but not with 'a' and 'many'. These common nouns have been respectively called count nouns (CNs) and mass nouns (MNs). How do children learn to use CNs and MNs in the appropriate contexts? Gaining a better understanding of this is the goal of this paper. To do so, it is important to first get clear on the nature of the distinction between CNs and MNs. Is it a grammatical distinction? Does the distinction apply to nouns, to their senses, or only to their occurrences within noun phrases (NPs)? Showing that the count-mass distinction really is grammatical and applies to nouns is the matter of my first part. Then the question occurs as to whether the distinction corresponds to a systematic difference in the sense of count and mass expressions. If it does, children's acquisition of the distinction may simply follow from their ability to learn the senses of these expressions and determiners. In a second part, I thus discuss various semantic characterizations that have been proposed, and make explicit the exceptions from which they suffer. Now, understanding the sense of an expression is interpreting it correctly as it occurs in an utterance. Formal characterizations of our interpretations help to clarify what is involved in learning and understanding these expressions. In my third part, I examine several formal characterizations with the purpose to specify what would be an adequate representation of the interpretations of mass and count nominal expressions. The understanding gained in these first three parts is used to identify what abilities are exercised by children when they acquire the count-mass distinction. The picture that emerges differs from earlier views of the acquisition in several respects. I thus describe these views and highlight the differences between them and my own proposal. In a final, fifth part, I critically examine the experimental evidence that proponents of some of the accounts of the acquisition of the count-mass distinction have cited in their favor.

A dilemma put forward by Schein (1993) and Rayo (2002) suggests that, in order to characterize the semantics of plurals, we should not use predicate logic, but non-singular logic, a formal language whose terms may refer to several things at once. We show that a similar dilemma applies to mass nouns. If we use predicate logic and sets, we arrive at a Russellian paradox when characterizing the semantics of mass nouns. Likewise, a semantics of mass nouns based upon predicate logic and mereological sums is too weak, since it cannot characterize the “intermediary” construals that sentences containing mass nouns may receive. We then develop an account where mass nouns are treated as non-singular terms, which may refer to several things at once. This semantics is faithful to the intuition that, if there are eight pieces of silverware on a table, the speaker refers to eight things at once when he says: “The silverware that is on the table comes from Italy”. We show that this account provides a satisfactory semantics for a wide range of sentences, including cases often seen as difficult, like “The gold on the table weighs seven ounces” (Bunt 1985) and “All phosphorus is either red or black” (Roeper 1983).