The Role of Cardinality in the Interpretation of Measurement Expressions.

The purpose of this brief article is to investigate four-year-olds' interpretation of attributive measure phrases (MPs), such as , and the role of cardinality in mediating children's responses. In two experiments, I demonstrate that children at this age are starting to recognize that such MPs refer to a property of an individual, such as weight per unit (rather than the weight of an entire collection). Accordingly, they distinguish between attributive and pseudopartitive MPs. However, when the opportunity presents itself to treat the number word as referring to the cardinality of a set, some children succumb to this pressure, deviating from adult-like responses. I argue that the fundamental aspect of number word meaning that children take the first few years of life to master - that number words denote exact cardinality of a set of discrete objects - is precisely the aspect they must overcome when interpreting these MPs. However, the evidence shows that four-year-olds are well on their way to doing so.