On past participle agreement in transitive clauses in French

This paper provides a Minimalist analysis of past participle agreement in French in transitive clauses. Our account posits that the head v of vP in such structures carries an (accusativeassigning) structural case feature which may apply (with or without concomitant agreement) to case-mark a clause-mate object, the subject of a defective complement clause, or an intermediate copy of a preposed subject in spec-CP. In structures where a goal is extracted from vP (e.g. via wh-movement) v also carries an edge feature, and may also carry a specificity feature and a set of (number and gender) agreement features. We show how these assumptions account for agreement of a participle with a preposed specific clausemate object or defective-clause subject, and for the absence of agreement with an embedded object, with the complement of an impersonal verb, and with the subject of an embedded (finite or nonfinite) CP complement. We also argue that the absence of agreement marking (in expected contexts) on the participles faitmade and laissélet in infinitive structures is essentially viral in nature. Finally, we claim that obligatory participle agreement with reflexive and reciprocal objects arises because the derivation of reflexives involves A-movement and concomitant agreement

The Case for Dynamic Models of Learners' Ontologies in Physics

In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than as processes, and that there is a significant barrier between these two ontological categories. We contest this view, arguing that expert and novice reasoning often and productively traverses ontological categories. We cite examples from everyday, classroom, and professional contexts to illustrate this. We agree with Chi and Slotta that instruction should attend to learners' ontologies; but we find these ontologies are better understood as dynamic and context-dependent, rather than as static constraints. To promote one ontological description in physics instruction, as suggested by Slotta and Chi, could undermine novices' access to productive cognitive resources they bring to their studies and inhibit their transition to the dynamic ontological flexibility required of experts.Comment: The Journal of the Learning Sciences (In Press

Secondary predication in Russian

The paper makes two contributions to semantic typology of secondary predicates. It provides an explanation of the fact that Russian has no resultative secondary predicates, relating this explanation to the interpretation of secondary predicates in English. And it relates depictive secondary predicates in Russian, which usually occur in the instrumental case, to other uses of the instrumental case in Russian, establishing here, too, a difference to English concerning the scope of the secondary predication phenomenon

Papers on predicative constructions : Proceedings of the workshop on secundary predication, October 16-17, 2000, Berlin

This volume presents a collection of papers touching on various issues concerning the syntax and semantics of predicative constructions. A hot topic in the study of predicative copula constructions, with direct implications for the treatment of he (how many he's do we need?), and wider implications for the theories of predication, event-based semantics and aspect, is the nature and source of the situation argument. Closer examination of copula-less predications is becoming increasingly relevant to all these issues, as is clearly illustrated by the present collection

Layering in structural-functional grammars

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Embedded Aspect in L2 Acquisition: Evidence from L1 Russian Learners of Greek.

This work investigates first language (L1) influence on the second language (L2) acquisition of aspect, comparing participants with homogeneous L1 background (Russian) in Mainland Greece (L2 Standard Modern Greek) and Cyprus (L2 Cypriot Greek), where verb complementation takes a finite form instead of an infinitival as is possible in Russian. Focus of the experimental study lies on embedded environments, which require only perfective aspect in Greek but allow either perfective or imperfective in Russian. The findings support the Full Transfer/Full Access Hypothesis, according to which aspect is part of Universal Grammar and L2 learners can reach native�‑like attainment due to access to it, while at the initial stage of L2 acquisition transfer from L1 into L2 takes place