Lexically triggered uniquenes in wh-questions: An argument from Brazilian Portuguese

Recent discussion on the source of uniqueness in English singular which-question has debated whether this is due to a general requirement that questions have a maximally informative true answer (Dayal 1996), or whether uniqueness islexically triggered by which (Hirsch & Schwarz 2020). We present novel data from Brazilian Portuguese which argue that at least some wh-interrogatives are lexical triggers for uniqueness

High and low uniqueness in singular wh-interrogatives

While simple singular wh-interrogatives carry a uniqueness presupposition, this is not so when they contain possibility modals. Hirsch & Schwarz (2019) account for this contrast by assuming (i) that questions can have multiple maximally informative true answers and (ii) that uniqueness is triggered lexically inside the scope of interrogative. We show that their proposal overgenerates on two accounts. Firstly, it predicts too weak a presupposition for modalized interrogatives. Secondly, it predicts unattested interpretations for interrogatives containing negation. We show that both issues can be solved using exhaustification operators. On the one hand, we obtain the desired presupposition for modalized interrogatives by assuming the lexical trigger for uniqueness to be a presuppositional variant of an exhaustification operator (Bassi, Del Pinal & Sauerland 2019). On the other, we show that unattested readings of negation can be blocked by assuming that questions presuppose that the pointwise exhaustification of their answers partitions the context of evaluation (Fox 2019). We argue that proper empirical coverage for singular wh-interrogatives requires the interaction of both exhaustification operations

Supporting Mobile Connectivity: from Learning Scenarios to Multichannel Devices: Special Issue on "Learning as a Ubiquitous and Continuous Communication Attitude"

Guest Editor: Piet KommersInternational audienceThe introduction of distance learning does not only bring a wider audience, but also much more diversity among the learners: first, because it can be integrated more easily into a Life-long Learning strategy; secondly, because the learners are not restricted to a sing le area and thus learners from different countries and with different cultures follow the curriculum. We have observed this in various DL diplomas in which we participate. In this article, we will shed some light on the difficulties and challenges arising from these multi-cultural settings. Based on our research work, we would like to insist on two particular points which are the necessity to adapt the pedagogical settings (e.g. pedagogical scenarios) according to the learners' behaviour to overcome unforeseen problems due to cultural differences and the importance of considering mobile technologies to overcome limited access to the technology in developing countries and to ensure continuous interaction among learners and with tutors

A flow microdevice for studying the initiation and propagation of a single pit

International audienceA novel experimental setup in which a glass microcapillary can be precisely positioned close to a metallic electrode has been developed to locally inject aggressive solutions at will. It has been used for studying the pitting corrosion of a 316L stainless steel in 0.5 M H2SO4 medium. The amount of chloride ions released by the capillary could be controlled and the analysis of the corrosion products by scanning electron microscopy and energy dispersive X-ray spectroscopy showed there was no selective dissolution of the 316L stainless steel. This device was shown to be an efficient tool for understanding localized corrosion. (c) 2012 Elsevier Ltd. All rights reserved