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Compositional and ontological semantics in learning from corrective feedback and explicit definition

We present some examples of dialogues from the literature on first language acquisition where children appear to be learning word meanings from corrective feedback and argue that in order to be able to account for them all in a formal theory of semantic change and coordination, we need to make a distinction between compositional and ontological semantics. We suggest how TTR (Type Theory with Records) can be used in making this distinction and relating the two kinds of semantics.