Previous developmental studies of conjunction have focused on the syntax of phrasal and sentential coordination (Lust 1977; de Villiers, Tager-Flusberg, Bloom, Lahey, Hood, Lifter, Lasersohn 1995; Winter 1996). Our exper- iments reveal that preschool-aged children are sensitive to both intersective and split interpretations, and can use their lexical and world knowledge of the relevant predicates in order to select an appropriate reading.
Jacopo Romoli (Mon,) studied this question.