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Practical Information - Generative Linguistics in the Old World

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This hypo<strong>the</strong>sis makes two predictions: (i) <strong>in</strong> Dutch, (3) should yield a better performancethan <strong>in</strong> English, because <strong>the</strong> distributive read<strong>in</strong>g and <strong>the</strong> unambiguous reflexive zichzelf leadchildren to reject <strong>the</strong> sentence-picture pair; (ii) <strong>in</strong> English, [<strong>the</strong> horse says [<strong>the</strong> rabbit Vreflexive]] should yield better results than (3), because <strong>the</strong> embedded subject is not a QPtrigger<strong>in</strong>g a collective read<strong>in</strong>g and can thus be <strong>the</strong> antecedent for <strong>the</strong> reflexive. This is exactlywhat <strong>the</strong> data show (van Koert, Koeneman, Weerman & Hulk, submitted). So, <strong>the</strong> languagespecificproperties of <strong>the</strong> languages <strong>in</strong>volved cause differences <strong>in</strong> <strong>the</strong> acquisition of <strong>the</strong>b<strong>in</strong>d<strong>in</strong>g pr<strong>in</strong>ciples, even where two closely related languages, such as Dutch and English, areconcerned.ReferencesChien, Y.-C. and K. Wexler. (1990). Children’s knowledge of locality conditions <strong>in</strong> b<strong>in</strong>d<strong>in</strong>gas evidence for <strong>the</strong> modularity of syntax and pragmatics. Language Acquisition, 1,225-295.Drozd, K.F. and E. van Loosbroek (2006). The effect of context on children’s <strong>in</strong>terpretationsof universally quantified sentences. In V. van Geenhoven (Ed.), Semantics meetsAcquisition. Dordrecht: Kluwer.van Koert, M.J.H., O.N.C.J. Koeneman, F.P. Weerman, A.C.J. Hulk. (submitted). TheQuantificational Asymmetry: a comparative look. L<strong>in</strong>gua.van der Lely, H. K. J. (1997). Advanced-syntactic test of pronom<strong>in</strong>al reference (A-STOP).dldcn.com.Mar<strong>in</strong>is, T. and V. Chondrogianni. (2011). Comprehension of reflexives and pronouns <strong>in</strong>sequential bil<strong>in</strong>gual children: Do <strong>the</strong>y pattern similarly to L1 children, L2 adults, orchildren with specific language impairment? Journal of Neurol<strong>in</strong>guistics, 24(2), 202-212.Novogrodsky, R., T. Roeper., and K. Yamakoshi, (2012). The Collective-Distributive read<strong>in</strong>gof each and every <strong>in</strong> language acquisition. In S. Stavrakaki, X. Konstant<strong>in</strong>opoulou andM. Lalioti, (Eds.), Advances <strong>in</strong> Language acquisition. Cambridge Scholars Publish<strong>in</strong>g.Philip, W.C.H. (2005). Pragmatic control of specificity and scope: Evidence from Dutch L1A.In E. Maier, C. Bary and J. Huit<strong>in</strong>k (eds.), Proceed<strong>in</strong>gs of SUB9. Nijmegen: NCS,271-285.2

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