In this paper, we examine the classic phenomena associated with children's interpretation of "every" and present an experimental study that looks at production and comprehension in the same children. Children in the age range five through seven years apparently do not have full competence in producing sentences containing "every." Their mistakes in comprehension carry over to their production. Although these data are insufficient to decide among the three accounts examined, we hope to have inspired researchers to include production data in their models of how children learn "every" and other quantifiers.
Journal or Book Title
University of Massachusetts Occasional Papers: Current issues in first language acquisition