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Tyler Knowlton

Photo of Tyler Knowlton

Graduate Student, Linguistics

1413H Marie Mount Hall
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Research Expertise

Language Acquisition


Linguistic meanings as cognitive instructions

"More" and "most" do not encode the same sorts of comparison.


Contributor(s): Tyler Knowlton, Paul Pietroski, Jeffrey Lidz
Non-ARHU Contributor(s): Tim Hunter *10 (UCLA), Alexis Wellwood *14 (USC), Darko Odic (University of British Columbia), Justin Halberda (Johns Hopkins University),

Natural languages like English connect pronunciations with meanings. Linguistic pronunciations can be described in ways that relate them to our motor system (e.g., to the movement of our lips and tongue). But how do linguistic meanings relate to our nonlinguistic cognitive systems? As a case study, we defend an explicit proposal about the meaning of most by comparing it to the closely related more: whereas more expresses a comparison between two independent subsets, most expresses a subset–superset comparison. Six experiments with adults and children demonstrate that these subtle differences between their meanings influence how participants organize and interrogate their visual world. In otherwise identical situations, changing the word from most to more affects preferences for picture–sentence matching (experiments 1–2), scene creation (experiments 3–4), memory for visual features (experiment 5), and accuracy on speeded truth judgments (experiment 6). These effects support the idea that the meanings of more and most are mental representations that provide detailed instructions to conceptual systems.