بررسی توانش معنایی کودکان در سطح روابط معنایی بین‌گزاره‌ای حاوی کمیت‌نمای «هر»

Semantic is one of the most important features in the study of native language learning process. The study of what children know about meanings in different levels would be away for achieving how the human becomes a speaker of a language. The aim of this study is evaluating children’s understanding of semantic contribution of the universal quantifier “every” at the across-proposition level. Investigating children’s computation of the across-propositional meaning relations involving the universal quantifier “every” would thus not only be the next valuable step to consider their knowledge about the semantics of “every”, but also would make a significant contribution toward a new aspect of children’s semantic competence. In this study, a new experiment evaluates the children’s ability in inferences between entailing and entailed sentences. For sampling, 28 girls aged 3-6 years were selection randomly. Finally, the results confirmed that the competence of children is like adults with regard to the semantics in the composition and comparison of sentential meanings.