Conceptual distinctions amongst generics

Generic sentences (e.g., bare plural sentences such as "dogs have four legs" and "mosquitoes carry malaria") are used to talk about kinds of things. Three experiments investigated the conceptual foundations of generics as well as claims within the formal semantic approaches to generics concerning the roles of prevalence, cue validity and normalcy in licensing generics. Two classes of generic sentences that pose challenges to both the conceptually based and formal semantic approaches to generics were investigated. Striking property generics (e.g. "sharks bite swimmers") are true even though only a tiny minority of instances have the property and thus pose obvious problems for quantificational approaches, and they also do not seem to characterize kinds in terms of the principled or statistical connections investigated in previous research (Prasada & Dillingham, 2006, 2009). The second class -minority characteristic generics (e.g. "ducks lay eggs") - also poses serious problems for quantificational accounts, and appears to involve principled connections even though fewer than half of its instances have the relevant property. The experiments revealed three principal discoveries: first, striking generics involve neither principled nor statistical connections. Instead, they involve a causal connection between a kind and a property. Second, minority characteristic generics exhibit the characteristics of principled connections, which suggests that principled connections license the expectation that most instances will have the property, but do not require it. Finally, the experiments also provided evidence that prevalence and the acceptability of generics may be dissociated and provided data that are problematic for normalcy approaches to generics, and for the idea that cue validity licenses low prevalence generics. As such, the studies provided evidence in favor of a conceptually based approach to the semantics of generics (Leslie, 2007, 2008; see also Carlson, 2009).

[1]  M. Morreau,et al.  What Some Generic Sentences Mean , 1995 .

[2]  Bornstein Lamb,et al.  Developmental Science, 6 , 2012 .

[3]  Rochel Gelman,et al.  First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate-Inanimate Distinction as Examples , 1990, Cogn. Sci..

[4]  Sandeep Prasada,et al.  Representation of Principled Connections: A Window Onto the Formal Aspect of Common Sense Conception , 2009, Cogn. Sci..

[5]  J. Hampton Stability in Concepts and Evaluating the Truth of Generic Statements , 2009 .

[6]  James L. McClelland,et al.  Semantic Cognition: A Parallel Distributed Processing Approach , 2004 .

[7]  Greg Carlson,et al.  Generics and Concepts , 2009 .

[8]  Chris McNorgan,et al.  Feature-feature causal relations and statistical co-occurrences in object concepts , 2007, Memory & cognition.

[9]  Nicholas Asher,et al.  Generics and Defaults , 1997, Handbook of Logic and Language.

[10]  Mark S. Seidenberg,et al.  On the nature and scope of featural representations of word meaning. , 1997, Journal of experimental psychology. General.

[11]  S. Prasada Mechanisms for characterizing kinds and classes , 2012 .

[12]  B. Carpenter,et al.  Think Generic!: The Meaning and Use of Generic Sentences , 1999 .

[13]  Sandeep Prasada,et al.  Conceptual and Linguistic Representations of Kinds and Classes , 2012, Cogn. Sci..

[14]  L. Tyler,et al.  Towards a distributed account of conceptual knowledge , 2001, Trends in Cognitive Sciences.

[15]  Steven A. Sloman,et al.  Feature Centrality and Conceptual Coherence , 1998, Cogn. Sci..

[16]  Sandeep Prasada,et al.  Principled and statistical connections in common sense conception , 2006, Cognition.

[17]  Andrei Cimpian,et al.  Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations , 2009, Cognition.

[18]  Michael P. Toglia,et al.  New Directions in Cognitive Science , 1985 .

[19]  S. Glucksberg,et al.  Inferences about members of kinds: The generics hypothesis , 2012 .

[20]  Sandeep Prasada,et al.  Acquiring generic knowledge , 2000, Trends in Cognitive Sciences.

[21]  Bernhard Nickel,et al.  Generics and the ways of normality , 2008 .

[22]  Dirk van Rijn,et al.  Proceedings of the 31st annual conference of the Cognitive Science Society , 2003 .

[23]  S. Carey Conceptual Change in Childhood , 1985 .

[24]  Panagiotis G. Ipeirotis,et al.  Running Experiments on Amazon Mechanical Turk , 2010, Judgment and Decision Making.

[25]  Sarah-Jane Leslie,et al.  Generics: Cognition and Acquisition , 2008 .

[26]  Alice ter Meulen,et al.  Genericity: An Introduction , 1995 .

[27]  Gregory Norman Carlson,et al.  Reference to kinds in English , 1977 .

[28]  Sarah-Jane Leslie,et al.  GENERICS AND THE STRUCTURE OF THE MIND , 2007 .

[29]  John M. Lawler,et al.  Studies in English generics , 1973 .

[30]  Francis Jeffry Pelletier,et al.  The Generic book , 1997 .

[31]  Bob Rehder,et al.  Causal-Based Property Generalization , 2009, Cogn. Sci..

[32]  R. Gelman First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples , 1990 .

[33]  Amanda C. Brandone,et al.  Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications , 2010, Cogn. Sci..

[34]  S. Leslie Generics Articulate Default Generalizations , 2012 .

[35]  Paul Bloom,et al.  Developmental changes in the understanding of generics , 2007, Cognition.

[36]  A. Papafragou On generics * , 1996 .

[37]  S. Gelman,et al.  The Essential Child : Origins of Essentialism in Everyday Thought , 2003 .

[38]  S. Glucksberg,et al.  Do all ducks lay eggs? The generic overgeneralization effect , 2011 .

[39]  Sandeep Prasada Conceptual Representation and Some Forms of Genericity , 2009 .

[40]  F. J. Pelletier Kinds, things, and stuff : mass terms and generics , 2010 .

[41]  R. Jackendoff,et al.  Language, Logic, and Concepts Essays in Memory of John Macnamara , 1999 .

[42]  Linda B. Smith,et al.  Shifting ontological boundaries: how Japanese‐ and English‐speaking children generalize names for animals and artifacts , 2003 .

[43]  S. Glucksberg,et al.  Conceptual and linguistic distinctions between singular and plural generics , 2009 .

[44]  F. Keil Concepts, Kinds, and Cognitive Development , 1989 .

[45]  Sarah-Jane Leslie,et al.  Generics, Prevalence, and Default Inferences , 2009 .

[46]  Sarah-Jane Leslie,et al.  Do ducks lay eggs? How people interpret generic assertions , 2007 .

[47]  S. Gelman Psychological essentialism in children , 2004, Trends in Cognitive Sciences.