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<p>Across numerous languages, the attitude verb <i>think</i> is learned later than other attitude verbs like <i>want</i>. But why? This essays advances a new hypothesis: children initially treat <i>think</i> as a veridical yet non-factive verb akin to a class of verbs I call <span>confirmatives</span>. This hypothesis is argued to better explain existing data that troubles other hypotheses, and to find support from the ease with which children represent knowledge but not belief.</p>

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Veridicality and the acquisition of think

  • 期刊论文

  • 发表日期：

    2025年4月29日

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  • Peter van Elswyk

摘要

Across numerous languages, the attitude verb think is learned later than other attitude verbs like want. But why? This essays advances a new hypothesis: children initially treat think as a veridical yet non-factive verb akin to a class of verbs I call confirmatives. This hypothesis is argued to better explain existing data that troubles other hypotheses, and to find support from the ease with which children represent knowledge but not belief.