Dr Atkinson's work has grown out of a deep satisfaction with the state of theorising in child language development. Critical analysis of superficially attractive theories showed that they had no real explanatory power. Yet no coherent framework had been proposed for evaluating theorising in this area. A central tenet of this volume is that theories of language development should be relatable to some general view of human development and, on this basis, Dr Atkinson presents a number of conditions that any adequate theory of language development should satisfy. The major theories in most areas of language acquisition, in particular work in semantic, syntactic and functional development, are then systematically examined in the light of these conditions and found wanting. In a final chapter, the author relates his work to recent studies in the formal theory of learnability. This scholarly critique should be read by anyone with a serious interest in the study of child language development and will undoubtedly have a singular impact on the field.

This book is about how toddlers learn their first adjectives, such as, for example, red, big and tasty. Adjectives denote properties and enter child vocabularies later than words for objects (such as apple and tree) and actions (such as eat and run), probably due to lower frequencies in parental speech and greater conceptual complexity. Adjective acquisition has received relatively little attention in child language research. Furthermore, cross-linguistic studies of adjective learning are virtually non-existent. This book represents the first systematic analysis of how children learning typologically different languages acquire adjective form, function and meaning. The cross-linguistic comparisons undertaken in the book provide valuable insights into universal and language-specific aspects of language acquisition. For each of the languages studied in this volume, the development of adjective semantics is studied in tandem with the development of morphology by testing two hypotheses: (a) the acquisition trajectory in the domain of adjectival morphology is determined by the typological properties of the target language; (b) irrespective of the languages being acquired, adjective learning is facilitated by universal conceptual mechanisms such as comparison and contrast.

The present volume is the result of a project which concentrated on a selected subset of linguistic knowledge with the aim of giving a systematic account of the various aspects of structure and process in this subset and the interpretation of these. The subset that for a number of reasons appeared appropriate to this undertaking centres around the dimensional adjectives of German. That the en terprise ultimately produced a less integrated and complete result than expected is due to several reasons. Some of these are of an intrinsic nature, ever present, and not particularly surprising. Some, however, are related to the character of the project itself and are worth commenting upon, as they reflect specific expe riences and difficulties which we encountered during several years of working on the project. We started from the assumption that the dimensional adjectives constitute a sufficiently rich, but nevertheless limited domain of grammatical and concep tual structure which is fairly well understood and explored in relevant aspects. Consequently we expected that summarizing, integrating, and extending the nu merous results that were available should quickly lead to a more complete picture of the interaction of the components involved. However, even had the premise of this assumption been correct, the conclusion turned out to be wrong fairly early in the project. On closer inspection, the investigations of the phenomena were much less complete, the facts agreed upon less systematic, and the proposed anal yses far less convincing than supposed initially.

First Published in 1999. The main argument presented in this volume is that gradable adjectives like bright, dense and short denote measure functions- functions from objects to abstract representations of measurement, or scales and degrees. This proposal is shown to provide a foundation for principled explanations of a wide range of syntactic and semantic properties of gradable adjectives and the constructions in which they appear, ranging from the syntactic distribution of gradable adjectives to the scopal characteristics of comparatives and the empirical effects of adjectival polarity.

An accessible guide to the linguistic semantics of adjectives, adverbs, gradability, vagueness, comparatives, and modification more generally.

The articles in this volume present contemporary and original research on linguistic meaning, concept formation and conceptual analysis. A central theme across the articles is the question of how concepts are structured, how they are represented in the mind, and how they are expressed in language. Two introductory papers on concept types and frames set out the crucial role of attributes and frames for the representation of concepts. The topics of the contributions range from the interrelation between determination and reference of nominal expressions, the verbal and adjectival expression of attributes, and the analysis of metonymy to the frame-based representation of action-related concepts and the classification of mental disorders in psychiatry. The collection of articles provided by this volume will be of interest to researchers and advanced students in the fields of semantics, pragmatics, philosophy of mind, and the cognitive sciences.