Chapter One Introduction
1.1 Focus and Scales: Only and Even
1.2 CAI and JIU in Mandarin Chinese
1.3 Significance of the Present Study
1.4 Overview of the Book
Chapter Two Semantics and Pragmatics of CAI and JIU
2.1 Introduction
2.2 CAI and JIU as Scalar Focus Particles
2.3 CAI and JIU in the Time Domain
2.4 CAI and JIU in the Quantity Domain
2.5 CAI and JIU in the Conditional Domain
2.6 CAI and JIU as Restrictive Focus Operators
2.6.1 A distinction between pre-foci and post-loci CAI and JIU
2.6.2 Restrictive CAI/JIU and ZHI
2.6.2.1 Restrictive focus operator ZHI in Mandarin Chinese
2.6.2.2 CAI and JIU as restrictive focus operators
2.7 Summary
Chapter Three Investigating CAI and JIU in Acquisition: Rationale and Research Hypotheses
3.1 Time/Quantity CAI/JIU and Scales in Acquisition
3.2 Time, Quantity, and Conditional CAI/JIU Acquisition
3.3 Restrictive Focus in Acquisition
3.4 A Preliminary Survey of CAI and JIU in Children's Natural Speech
Chapter Four The Acquisition of CAI/JIU Experiments (I)
4.1 Elicited Imitation Study.Children's Understanding of CAI/JIU Co-occurrence Restrictions
4.1.1 Method
4.1.1.1 Subjects
4.1.1.2 Test design
4.1.1.3 Procedure
4.1.2 Results
4.1.2.1 Analysis of correct imitation
4.1.2.1.1 Overall accuracy
4.1.2, 1.2 Effects of sentence type
4.1.2.1.3 Effects of domain on FCR items
4.1.2.2 Analysis of incorrect imitation
4.1.2.2.1 Overview of changes
4.1.2.2.2 Changes made with VCR and TRI items
4.1.2.2.3 Changes made with VCR and TRI items by domain
4.1.2.2.4 Deletion errors by domain
4.1.3 Discussion
4.2 Sentence Selection:Study.Children's Understanding of CAI/JIU in Context
4.2.1 Method
4.2.1.1 Subjects
4.2.1.2 Test design
4.2.1.3 Procedure
4.2.2 Results
4.2.2.1 Group results
4.2.2.1.1 Responses to CAI in the cai-biased contexts and JIU in the jiu-biased contexts in the three domains
4.2.2.1.2 Overall responses to CAI and JIU in the two biased: contexts
4.2.2.1.3 Comparing CAI and JIU in flu-biased and cai-biased contexts
4.2.2.2 Individual results
4.2.2.2.1 Subjects who ignored contexts
4.2.2.2.2 Subjects who differentiated between CAI and JIU in one and two domains
4.2.3 Discussion
4.3 Truth Value Judgment Study.Children's Understanding of Conditional CAI/JIU
4.3.1 Method
4.3.1.1 Subjects
4.3.1.2 Test design
4.3.1.3 Procedure
4.3.2 Results
4.3.2.1 Group results
4.3.2.2 Individual results
4.3.3 Discussion
4.4 Elicited Inference Study: Children's Understanding of Time and Quantity CAI/JIU as a Cue to Expected Values
4.4.1 Method
4.4.1.1 Subjects
4.4.1.2 Test design
4.4.1.3 Procedure
4.4.2 Results
4.4.2.1 Overall performance
4.4.2.2 Inferences of CAI and JIU in the two domains
4.4.3 Discussion
4.5 Summary
Chapter Five The Acquisition of Restrictive Focus: Experiments (II)
5.1 Picture Verification Study 1
5.1.1 Method
5.1.1.1 Subjects
5.1.1.2 Test materials
5.1.1.2.1 Restrictive focus in the bare-NP context
5.1.1.2.2 Restrictive focus in the quantified-NP context
5.1.1.3 Procedure
5.1.2 Results
5.1.2.1 Results on ZHI and JIU in the bare-NP context
5.1.2.2 Results on ZHI/JIU/CAI in the quantified-NP context
5.1.3 Discussion
5.1.3.1 On ZHI/JIU in the bare-NP context
5.1.3.1.1 Pattern A responses: free-focus analysis or double-focus analysis
5.1.3.1.2 Pattern B and C responses: ignoring ZHI/JIU
5.1.3.1.3 Semantic subset principle in the acquisition of the restrictive focus in Mandarin
5.1.3.2 On ZHI/JIU/CAI in the quantified-NP context
5.2 Picture Verification Study 2
5.2.1 Method
5.2.1.1 Subjects
5.2.1.2 Test materials
5.2.1.2.1 ZHI and JIU in the bare-NP context
5.2.1.2.2 ZHI/JIU/CAI in the quantified-NP context
5.2.1.3 Procedure
5.2.2 Results
5.2.2.1 Results on ZHI/JIU in the bare-NP context
5.2.2.2 Results on ZHI/JIU/CAI in the quantified-NP context
5.2.3 Discussion
5.3 Summary
Chapter Six General Discussion and Conclosion
6.1 A Review of the Experiments
6.2 Contextual Cues and Development of CAI/JIU Scales
6.3 Scalar Model of CAI/JIU and Acquisition
6.4 Semantics, Pragmatics, and Acquisition of CAI/JIU Conditionals
6.5 Predicate-focus, Topic-comment, Quantification,and Acquisition of Focus
6.6 Conclusion
Bibliography
Appendices
后记
