Quantifier Intuitions(2)--B. Pearson & T.Roeper

Calling all bilinguals! If you speak English, but consider another language to be your stronger language, please answer the survey questions below--and be entered in a raffle.

This survey is a web-based version of the example booklet that accompanied Pearson's colloquium at the Centre for Research in Bilingualism at the University of Bangor, April 27, 2009. It is part of a larger project at the University of Massachusetts Amherst to explore the different meanings words like all, each, and every have in everyday life, and explore their effect on math performance for children of different language and dialect backgrounds.

We thank you in advance for taking a few minutes to fill out the questions below. Sign up for a prize raffle for the first 100 respondents (at the last question). Win a copy of my book or Tom Roeper's book, or a prize certificate from Cambridge University Press (up to $100). We have a winner!! E. Chipkin of College Park has been sent a copy of my book. To refer others to a slightly updated version of the survey, go to:
http://www.kwiksurveys.com/online-survey.php?surveyID=OIHKG_7f21b1b7

There is no right answer to these questions: just the answer that feels right to you.

Answer quickly. Please answer the questions with your first reaction. (That is, do not deliberate at length about them.) They will seem very simple. They are. There is no trick involved, so, don’t look for a trick. (The math problems are just examples. Don’t solve them. Just, please answer the questions concerning the language they use.)
Assent. We'll start with some background questions and also ask you to say explicitly that you are willing to let us use your answers in research reports. Your name will not be used, but we need your initials to make sure that we have your permission.

For more information about the project, or to see the results of the survey, please contact B. Pearson at bpearson@research.umass.edu
If you have concerns about your participation that cannot be resolved by B. Pearson, please contact one of the board of faculty members in the Linguistics Department that oversees these experiments. They are Lyn Frazier, John Kingston, Joe Pater, and Tom Roeper, and can be reached at 413-545-0885

Assent: I give my permission for these data to be used for research purposes. I understand the following conditions involved with my participation. (Please initial each box, or write "no" and discontinue.)

*	I am participating in this survey voluntarily
*	My name will not be used with the data;
*	There are no known risks to me associated with this task.

What is your age? (2-20+)

	Country of residence:
	Other countries where you have lived more than 3 years:

	Languages spoken:
	First language
	Best language:

Are you a speaker of African American English?

	Language you learned elementary mathematics in:
	In what language do you count, or add mentally?

	Do you have any hearing impairment?
	Or any other language impairment?

(Now to the questions about your intuitions (#8 - 44, but they're short : )

Is the corner of the boxes bent?

(From DSLT: Seymour, Roeper & de Villiers, 2000)
The father and the baby were having lunch.

Who ate what?

10.

(FIgure based on Roeper, Pearson, Penner & Schulz, 2002)

How many hands do the children have?

11.

"All the cats don't have a watermelon."

(Figure from Altreuter & de Villiers, 2005)

	Is that right?
	Why or why not?

12.

"Give me a number that goes in each of the spaces in the diagram."

	How many numbers are being asked for?
	If you said a number greater than 1, could it also be
	(That's in language, not math.)

13.

(From DSLT, Seymour, Roeper & de Villiers, 2000)
How many books do the children have?

14.

Speaker 1 says: Jana rode on a horse, an elephant, and a giraffe."

Speaker 2: "Oh, I see. It's the horse she rode on."

	Is that right?
	Why or why not?

15.

(From DSLT, Seymour, Roeper & de Villiers, 2000)
How many books do the boy and the girl have?

16.

(From DSLT, Seymour, Roeper & de Villiers, 2000)
How many books does each child have?

17.

"Every boy has 3 buckets, and these girls have one bucket."

(How many buckets do the question marks represent?)

	For you, do the girls have one each?
	Or one together?
	Please explain why.

18.

"The girls are carrying a cake."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

19.

"All the flowers are in a vase."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

20.

"Each flower is in a vase."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

21.

"One flower is in one vase."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

22.

"In our hospital, a nurse cares for every patient."

If there are 100 patients, how many nurses are there?
(You can give a range.)

23.

"Every flower is in a vase."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

24.

"There's a horse that every boy is on."

(A) (B)
(figure based on Roeper & de Villiers. 1993)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

25.

"All the flowers are in one vase."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

26.

"A nurse wanted to care for every patient."

If there are 100 patients, how many nurses are there?
(You can give a range.)

27.

"All the girls are carrying a cake."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

28.

Sign on a railway car (that we're riding on): "All doors do not open."

	Will we be stuck inside the railway car?
	Why or why not?

29.

"It's a horse that every boy is on."

(A) (B)
(figure based on Roeper & de Villiers. 1993)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).
	Please explain.

30.

"Each girl is carrying a cake."

(labeled A, B, and C--top, middle, and bottom)
(figure from Brooks et al. 2001)

	Which picture or pictures does this sentence describe?
	Which picture does it describe the best?
	Which does it NOT describe at all, (if any).

31.

(From DSLT, Seymour, Roeper & de Villiers, 2000)
How many books do the boy and the girl have?

32.

"Every cat doesn't have a cookie."

(Figure from Altreuter & de Villiers, 2005)

	Is that right?
	Why or why not?

33.

"Every duck doesn't have an umbrella."

(Figure from Altreuter & de Villiers, 2005)

	Is that right?
	Why or why not?

34.

"They read a favorite book every night."

	Is that the same book or different books?
	Whichever you said, could it be the other?
	Why or why not?

35.

Mark which of the following sentences are "ok"?

	Pick up all the rocks, but don't do it one by one.
	Pick up each rock, but don't do it one by one.
	Pick up every rock, but don't do it one by one.

36.

"Each child voted for one game."

If there are 25 children, could it be that each child voted for the same game?


	Is that how you understand it?

37.

"Each child threw a penny in one bucket."

If there are 25 children, could it be that they throw a penny in the same bucket?


	How many pennies were there?
	Could it be just one penny? (or 25?)

38.

"Some ducks have apples."

(Figure from Altreuter & de Villiers, 2005)

	Is that right?
	Why or why not?

39.

"They read 20 pages of a book every night."

	Is that the same 20 pages or different?
	Whichever you said, could it be the other?
	Why or why not?

40.

"Four people bought 36 cookies for $12."

Did each person spend $12?

Why or why not?

41.

"Four people bought a dozen roses for $3."

Did each person spend $3?

Why or why not?

42.

"I won't take no bath."

(From Seymour, Roeper & de Villiers, 2000)

	Does he bathe?
	Cf: We won't not invite your step father. Do we invite him?

43.

"He didn't catch a dog with no tail."

Did he catch a dog with a tail or did he catch no dog?


	Please explain.

44.

"He didn't catch a dog with no net."

Did he catch a dog some other way? Or did he not catch a dog at all?


	Please explain.

45.

If you would like to be signed up for a raffle to win my book, Raising a Bilingual Child (Random House 2008) or Tom's book, The Prism of Grammar (MIT Press, 2007, 2009), or a grand prize that is still in negotiation, please enter your name and address in the space provided.

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