This article presents experimental results showing that 4- and 5-year-old children are capable of drawing free choice inferences from disjunctive statements and from statements containing free choice indefinites, despite not being able to compute inferences of exclusivity for disjunctive statements, or other scalar implicatures. The findings appear to challenge accounts that attempt to unify the two kinds of inferences (Kratzer & Shimoyama 2002; Alonso Ovalle 2005; Fox 2007; Klinedinst 2007; Chemla 2010; van Rooij 2010; Franke 2011; Chierchia 2013). We discuss, however, the compatibility of the child data with a recent approach in the experimental literature, which attributes children's failures to compute scalar implicatures to a difficulty with alternatives (Chierchia et al. 2001; Gualmini et al. 2001; Reinhart 2006; Barner et al. 2011; Singh et al. 2013). Based on the results of two experiments, we propose an explanation for children's selective success on scalar inferences, according to which scalar inferences are generally unproblematic for children, unless they necessitate lexical retrieval of the required alternatives.

How do children develop the mapping between prosody and other levels of linguistic knowledge? This question has received considerable attention in child language research. In the present study two experiments were conducted to investigate four- to five-year-old Mandarin-speaking children's sensitivity to prosody in ambiguity resolution. Experiment 1 used eye-tracking to assess children's use of stress in resolving structural ambiguities. Experiment 2 took advantage of special properties of Mandarin to investigate whether children can use intonational cues to resolve ambiguities involving speech acts. The results of our experiments show that children's use of prosodic information in ambiguity resolution varies depending on the type of ambiguity involved. Children can use prosodic information more effectively to resolve speech act ambiguities than to resolve structural ambiguities. This finding suggests that the mapping between prosody and semantics/pragmatics in young children is better established than the mapping between prosody and syntax.