Abstract
The structure of this chapter is as follows. In the next section, I present recent linguistic analyses of comparatives and degree constructions, with particular emphasis on their semantics. This discussion will also highlight the cross-linguistic variability observed among these constructions, and implications that this variability has for both linguistic theory and language acquisition. While the main focus here will be on explicit comparatives and other degree constructions (e.g., equatives, superlatives, so…that, too, and enough constructions), we will also touch upon implicit (i.e., positive form) comparison with gradable adjectives (adjectives such as tall), since such adjectives are an integral component of comparative expressions and expressions of measurement. It will become clear as we work through the theoretical accounts of comparatives and degree constructions that we might indeed expect to find interesting interactions between the syntax and semantics, and between the semantics and pragmatics - and that this interplay may help to explain the ostensibly protracted development of these constructions that has been discussed in the literature. Guided by this linguistic theory, I will pose specific questions relevant to language learnability as it relates to the acquisition of these constructions. I will then review a range of studies that have investigated children's understanding of comparative phenomena. For each specific topic that I address, I will summarize what we know about children's acquisition and development of comparatives from a core set of studies, and highlight the open questions that remain. Finally, I will close by suggesting a number of possible directions for future acquisition research on comparatives and degree constructions.