By Misha Becker, John Grinstead, Jason Rothman
The articles of this assortment hide a variety of formal syntactic and semantic phenomena. the point of interest is on a extensive array of developmental syntactic phenomena, together with issues in Argument constitution and Clause-Internal Syntax, the DP area and studying thought. In overall, the contents of the quantity illustrate ways that theoretically trained linguistic examine can clarify language habit in phrases which are influenced on self sufficient grounds and aspect in the direction of new learn possibilities to check theoretical claims in regards to the grownup version of grammar. The contributions of this quantity are encouraged by way of or with regards to the scholarship of Nina Hyams, whose commitment to rigorous, theoretically-informed learn on language is definitely represented the following.
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Additional resources for Generative Linguistics and Acquisition: Studies in honor of Nina M. Hyams
For instance, indirect passives may involve intransitive predicates, unlike ni direct passives. Since Sugisaki (1999) and Minai (2000) compared indirect passives with intransitive predicates and ni direct passives with transitive predicates, it might be the case that children performed better with indirect passives because they involve intransitive predicates, which have a smaller number of arguments than transitive predicates. Tetsuya Sano passives as adjectival passives and it is also possible to interpret the Agent NP of the by-phrase by the process of Default Agent assignment.
1973. The Structure of the Japanese Language. Cambridge MA: The MIT Press. Levin, B. & Rappaport Hovav, M. 1995. Unaccusativity. Cambridge MA: The MIT Press. , Caprin, C. T. 2005. Overt subject distribution in early Italian children. In Supplemental Proceeding of the Boston University Conference on Language Development. edu/linguistics/APPLIED/BUCLD〉 MacWhinney, B. 2000. The Child Language Data Exchange System. Mahwah NJ: Lawrence Erlbaum Associates. Marantz, A. 1984. On the Nature of Grammatical Relations.
2, young Japanese children seem to have problems in comprehending long actional passives such as (17). (17) Buta-ga kuma-ni tatak-are-ta. ’ According to Fox and Grodzinsky (1998), English-speaking children were good at comprehending long actional passives in their experiment. Why is there such a difference regarding long actional passives between Japanese and English? According to the ACDH, English children can comprehend long actional passives without the use of the A-chain. In English, it is possible to understand actional .
Generative Linguistics and Acquisition: Studies in honor of Nina M. Hyams by Misha Becker, John Grinstead, Jason Rothman