Comparative judgments for mass and count nouns yield two generalizations. First, all words
that can be used in both mass and count syntax (eg rock, string, apple, water) always denote …

This thesis investigates the phenomenon of polysemy: a single lexical form with two or
multiple related senses (eg catch the rabbit/order the rabbit; lose a wallet/lose a relative; a …

Shown an entity (eg, a plastic whisk) labeled by a novel noun in neutral syntax, speakers of
Japanese, a classifier language, are more likely to assume the noun refers to the substance …

Comprehension and/or production of noun phrases and sentences requires the selection of
lexical-syntactic attributes of nouns. These lexical-syntactic attributes include grammatical …

How do children acquire exact meanings for number words like three or forty‐seven? In
recent years, a lively debate has probed the cognitive systems that support learning, with …

Children acquiring language must learn a variety of words map** on to different kinds of
concepts. Typically, word learning accounts focus on how children strategically acquire …

We test the claim that acquiring a mass-count language, like English, causes speakers to
think differently about entities in the world, relative to speakers of classifier languages like …

The psychology supporting the use of quantifier words (eg,“some,”“most,”“more”) is of
interest to both scientists studying quantity representation (eg, number, area) and to …

The distinction between mass nouns (eg, butter) and count nouns (eg, table) offers a test
case for asking how the syntax and semantics of natural language are related, and how …

What does mass–count syntax contribute to the interpretation of noun phrases (NPs), and
how much of NP meaning is contributed by lexical items alone? Many have argued that …