Truth and entailment for a vague quantifier

Synthese ◽  
1975 ◽  
Vol 30 (3-4) ◽  
pp. 461-495 ◽  
Author(s):  
Ian F. Carlstrom
Keyword(s):  
2014 ◽  
Vol 5 (2) ◽  
pp. 58 ◽  
Author(s):  
Tarek Al Baghal

Many survey questions ask respondents to provide responses that contain quantitative information, often using either numeric open-ended responses or vague quantifier scales. Generally, survey researchers have argued against the use of vague quantifier scales. However, no study has compared accuracy between vague quantifiers and numeric open-ended responses. This study is the first to do so, using a unique data set created through an experiment. 124 participants studied word lists of paired words, where the experiment employed a 2 (context) x 2 (response form) x 6 (actual frequency) factorial design, with the context and form factors manipulated between subjects, and the frequency factor manipulated within subjects. The two conditions for the context factor are same-context and different-context conditions where the context word either was the same or different for each presentation of the target word. The other between subject factor was response form, where participants responded to a recall test using either vague quantifiers or numeric open-ended responses. Translations of vague quantifiers were obtained and used in accuracy tests. Finally, a numeracy test was administered to collect information about respondent numeracy. Different accuracy measures are estimated and analyzed. Results show context memory did not have a significant effect. Numeracy has an effect, but the direction depends on form and context. Actual frequency had a significant effect on accuracy, but did not interact with other variables. Importantly, results suggest vague quantifiers tend to improve accuracy more often relative to numeric open-ended response. DOI:10.2458/azu_jmmss_v5i2_Al_baghal


2014 ◽  
Vol 5 (2) ◽  
pp. 58
Author(s):  
Tarek Al Baghal

Many survey questions ask respondents to provide responses that contain quantitative information, often using either numeric open-ended responses or vague quantifier scales. Generally, survey researchers have argued against the use of vague quantifier scales. However, no study has compared accuracy between vague quantifiers and numeric open-ended responses. This study is the first to do so, using a unique data set created through an experiment. 124 participants studied word lists of paired words, where the experiment employed a 2 (context) x 2 (response form) x 6 (actual frequency) factorial design, with the context and form factors manipulated between subjects, and the frequency factor manipulated within subjects. The two conditions for the context factor are same-context and different-context conditions where the context word either was the same or different for each presentation of the target word. The other between subject factor was response form, where participants responded to a recall test using either vague quantifiers or numeric open-ended responses. Translations of vague quantifiers were obtained and used in accuracy tests. Finally, a numeracy test was administered to collect information about respondent numeracy. Different accuracy measures are estimated and analyzed. Results show context memory did not have a significant effect. Numeracy has an effect, but the direction depends on form and context. Actual frequency had a significant effect on accuracy, but did not interact with other variables. Importantly, results suggest vague quantifiers tend to improve accuracy more often relative to numeric open-ended response. DOI:10.2458/azu_jmmss_v5i2_Al_baghal


2020 ◽  
Author(s):  
Michael Henry Tessler ◽  
Sophie Elizabeth Colby Bridgers ◽  
josh tenenbaum

Generic language (e.g., “Birds fly”) conveys generalizations about categories and is essential for learning beyond our direct experience. The meaning of generic language is notoriously hard to specify, however (e.g., penguins don’t fly). Tessler and Goodman (2019) proposed a model for generics that is mathematically equivalent to Bayesian belief-updating based on a single pedagogical example, suggesting a deep connection be- tween learning from experience and learning from language. Relatedly, Csibra and Shamsudheen (2015) argue that generics are inherently pedagogical, understood by infants as referring to a member of a kind. In two experiments with adults, we quantify the exchange-rate between generics and observations by relating their belief-updating capacity, varying both the number of observations and whether they are presented pedagogically or incidentally. We find generics convey stronger generalizations than single pedagogical observations (Expt. 1), even when the property is explicitly demarcated (Expt. 2). We suggest revisions to the vague quantifier model of generics that would allow it to accommodate this intriguing exchange-rate.


Sign in / Sign up

Export Citation Format

Share Document