The Relative Frequency of the Synthetic End Composite Futures in the Newspaper Quest-France and some Observations on Distribution

Figures on the relative frequency of synthetic and composite future forms in Ouest-France are presented and compared with those of earlier studies on the passé simple and passé composé. The synthetic future is found to be dominant. Possible formal explanations for distribution are found to be inconclusive. Distribution across different text-types is found to be more promising, since contrastive functions of the two forms can be identified in texts where they co-occur. The composite future typically reports new proposals or plans as current news, while the synthetic future outlines details that will be realised at the time of implementation. Both functions are important in dailies, but current news is more often expressed in the present tense at the expense of the composite future.

Why children and adults sometimes (but not always) compute implicatures

Noveck (2001) argued that children even as old as 11 do not reliably endorse a scalar interpretation of weak scalar terms (some, might, or) (cf. Braine & Rumain, 1981; Smith, 1980). More recent studies suggest, however, that children's apparent failures may depend on the experimental demands (Papafragou & Musolino, 2003). Although previous studies involved children of different ages as well as different tasks, and are thus not directly comparable, nevertheless a common finding is that children do not seem to derive scalar implicatures to the same extent as adults do. The present article describes a series of experiments that were conducted with Italian speaking subjects (children and adults), focusing mainly on the scalar term some. Our goal was to carefully examine the specific conditions that allow the computation of implicatures by children. In so doing, we demonstrate that children as young as 7 (the youngest age of the children who participated in the Noveck study) are able to compute implicatures in experimental conditions that properly satisfy certain contextual prerequisites for deriving such implicatures. We also present further results that have general consequences for the research methodology employed in this area of study. Our research indicates that certain tasks mask children's understanding of scalar terms, not only including the task used by Noveck, but also tasks that employ certain explicit instructions, such as the training task used by Papafragou & Musolino (2003). Our findings indicate further that, although explicit training apparently improves children's ability to draw implicatures, children nevertheless fail to achieve adult levels of performance for most scalar terms even in such tasks, and that the effects of instruction do not last beyond the training session itself for most children. Another relevant finding of the present study is that some of the manipulations of the experimental context have an effect on all subjects, whereas others produce effects on just a subset of children. Individual differences of this kind may have been concealed in previous research because performance by individual subjects was not reported. Our general conclusions are that even young children (7-year olds) have the prerequisites for deriving scalar implicatures, although these abilities are revealed only when the conversational background is natural.

Amodal completion with background determines depth from monocular gap stereopsis

Grove, Gillam, and Ono [Grove, P. M., Gillam, B. J., & Ono, H. (2002). Content and context. of monocular regions determine perceived depth in random dot, unpaired background and phantom stereograms. Vision Research, 42, 1859-1870] reported that perceived depth in monocular gap stereograms [Gillam, B. J., Blackburn, S., & Nakayama, K. (1999). Stereopsis based on monocular gaps: Metrical encoding of depth and slant without matching contours. Vision Research, 39, 493-502] was attenuated when the color/texture in the monocular gap did not match the background. It appears that continuation of the gap with the background constitutes an important component of the stimulus conditions that allow a monocular gap in an otherwise binocular surface to be responded to as a depth step. In this report we tested this view using the conventional monocular gap stimulus of two identical grey rectangles separated by a gap in one eye but abutting to form a solid grey rectangle in the other. We compared depth seen at the gap for this stimulus with stimuli that were identical except for two additional small black squares placed at the ends of the gap. If the squares were placed stereoscopically behind the rectangle/gap configuration (appearing on the background) they interfered with the perceived depth at the gap. However when they were placed in front of the configuration this attenuation disappeared. The gap and the background were able under these conditions to complete amodally. (c) 2006 Elsevier Ltd. All rights reserved.