Introduction: an overview of the acquisition of reference

Language is a social tool that allows us to speak to others about the world. In doing so we need words that pick out those entities that we want to talk about. Linguistic expressions that identify such entities are known as referential or referring expressions, including proper names (Laura), natural kind terms (water, gold, tiger), indexicals (you, I, she), and definite descriptions (the dog, the smallest positive number). The mechanisms of reference have been the subject of intense speculation, and the debate over descriptive (Frege 1892/1948; Searle, 1958) vs. causal (Kripke, 1972/1980) or hybrid theories of reference (Evans, 1973) is still rife in the semantics literature (Genone & Lombrozo, 2012; Lam, 2010; Martí, 2014). Whatever the theoretical approach to reference, from a developmental perspective the three key questions are the following: What is the trajectory of language learners’ comprehension and production of referential expressions? To what extent, and in which contexts, do children abide by the same linguistic constraints as adults in their referential choices? How do cross-linguistic differences shape the process of referential choice acquisition

The Real World of Language Instruction: Cache Valley Teachers Speak Out On the Challenges They Face While Teaching Grammar

Discussing grammar in the teachers\u27 lounge is a little like stepping in between two opposing 350-pound NFL linemen just after the ball is snapped, says Harry Noden, veteran English teacher and author of Image Grammar (Noden vii). With this statement, Noden captures the intensity and hostility that has characterized departmental meetings, university classrooms, and scholarly articles in which the issue of grammar has been disputed. Relying upon this football metaphor, Noden aptly describes the precarious situation language arts teachers face when they enter the profession and one of its greatest debates-grammar instruction-an issue in which all English teachers inevitably become entangled, regardless of their professional opinion or stake in the matter

Word knowledge and word usage - Representations and processes in the mental lexicon

The final NetWordS Conference, held on the 30th and 31st of March, and 1st of April 2015 in Pisa, was convened by Prof. Pier Marco Bertinetto, Dr. Vito Pirrelli and Dr. Claudia Marzi, and brought together 91 participants (scholars, Post-Docs, PhD students) from numerous European, and some non-European, countries. A 3-day schedule involved all participants in a focused, cross-disciplinary discussion on representations and processes in the mental lexicon. People are known to understand, memorise and parse words in a context-sensitive, opportunistic way, by caching their most habitual and productive processing patterns into routinized behavioural schemes, similarly to what we observe for sequences of coordinated motor acts. Speakers, however, do not only take advantage of token-based information such as frequency of individual, holistically stored words, or episodic memories of word usage, but they are also able to organise stored word forms through abstract paradigmatic structures (or word families) whose overall size and distribution are important determinants of lexical categorisation, inference and productivity. Lexical organisation is, in fact, not necessarily functional to descriptive economy and minimisation of storage, but appears to be influenced by more dynamic, communicationoriented functions such as memorisation, prediction-based recognition and production. Lending support to this view, usage-based approaches to word processing have recently offered novel explanatory frameworks that capitalise on the stable correlation patterns between lexical representations on the one hand and process-based operations that make representations functional to communicative exchanges on the other hand. By focusing on the battery of cognitive functions supporting verbal communication (ranging from input recoding to rehearsal, access, recall and coactivation) and by exploring their psycholinguistic correlates and neuroanatomical substrates, these approaches promote a new view of language architecture as an emergent property of the interaction between language-specific input conditions and low-level, domain-specific cognitive predispositions

Masculine generic pronouns: Investigating the processing of an unintended gender cue

Contains fulltext : 228989.pdf (publisher's version ) (Open Access)Grammatically masculine words are often used when talking about people in general. In Dutch you would say that everyone was eating his lunch (‘iedereen was zijn lunch aan het eten’), even if the group consisted of men as well as women. This use of masculine words for generic reference was at the core of this dissertation. A series of experiments tested if Dutch masculine pronouns such as zijn ‘his’ and hij ‘he’ lead to a male bias during reading, even though they are intended to be interpreted generically. In other words, do we think of the group of people eating their lunch as predominantly male? Three eye-tracking experiments and one sentence evaluation experiment tested if the possessive pronoun zijn ‘his’ lead to a male bias. The results showed that men often experience a male bias, but women do not. A self-paced reading experiment testing generically-intended hij ‘he’ revealed a male bias for both women and men. These five experiments taken together show that the generic or “gender-neutral” use of masculine pronouns often makes only men visible and excludes others. A sixth experiment sheds light on a different context in which zijn ‘his’ is used to refer to women. The pronoun can be used to refer to women beyond generic contexts in the Limburgian dialect spoken in the Netherlands. For example, a sentence such as Mary is eating his lunch can mean that Mary is eating her own lunch in Limburgian. An acceptability judgement task showed that this interpretation is indeed possible in Limburgian, but not in Dutch.Radboud University, 21 januari 2021Promotor : Hoop, H. de Co-promotores : Swart, P.J.F. de, Frank, S.L.241 p

The pronoun interpretation problem in Italian complex predicates

This thesis explores the syntactic and pragmatic factors involved in the interpretation of clitic pronouns in Principle B contexts in both theoretical and acquisition perspective. The Pronoun Interpretation Problem, i.e. children’s apparent difficulty with the application of Principle B, defines a stage lasting up to about age 6: (1) Mama Beari is washing heri (50% correct at age 5;6) (2) Lo gnomoi lo*i lava (85% correct at age 4;8) Italian The gnome him.washes It is assumed that clitic pronouns like lo are exempted from interpretation problems because they can only be interpreted via binding. Romance children, however, show interpretation problems in complex sentences like (3): (3) La niñai lai ve bailar (64% correct at age 5;6) Sentences like the above, which involve Exceptional Case Marking, are the main focus of the present research. We maintain that (3) can only be explained if Principle B does not apply to these structures, as also proposed by Reinhart and Reuland’s (1993) and Reuland’s (2001) alternative binding theories. In order to explain (i) why clitics can only be interpreted via binding in simple sentences like (2) and (ii) why binding does not apply to (3), we draw on two fundamental assumptions: (i) binding effects in object cliticization are the output of the narrow syntactic derivation, specifically, of movement to the left edge of v*P; (ii) under a phase‐based model of syntactic derivations (Chomsky 2001), the binding domain is not the sentence, but the vP phase. We argue that the derivation in (3) contains an unbound occurrence of the pronoun, which allows children to covalue the matrix subject and the pronoun in pragmatics; such hypothesis receives support by our experimental finding that another complex predicate in Italian, causative faire‐par, triggers PIP. Ultimately, we suggest that the PIP can be ascribed to a unitary cause across languages, namely, the delayed pragmatic acquisition of local coreference

Intonation in Language Acquisition - Evidence from German

This dissertation studies the role of intonation in language acquisition. After a general introduction about the phonetic and phonological aspects of intonation and its different forms and functions within language, two different models of language acquisition and the role of intonation within these two models will be presented. Following this, I will present and discuss empirical data on the question, whether young German learning children use intonation in order to acquire language. Two comprehension studies will be presented. Here, I concentrate on the question whether children understand the referential function of intonation and whether they can use this knowledge in order to learn new words. Additionally, I will present empirical evidence that focuses on the question whether children use intonation in resolving participant roles in complex syntactic constructions as well as in resolving syntactic ambiguities development. Finally, I will present two production studies that investigate the prosodic realization of target referents that have different informational statuses within a discourse from both young children and parents, talking to their children. Overall, the data from these studies suggest that language learning children do use the intonational form of an utterance from early on in order to understand another´s intention. Young language learning children do understand that a certain intonational form conveys a function. Additionally, the studies presented in this thesis suggest that children also use intonation in order to convey their own communicative intentions. Thus, intonation is an important instrument for young children‘s language acquisition as they use the information that is provided by intonation, not only to learn words and to combine them to syntactic constructions, but also for the understanding of paralinguistic properties of language. The findings of the studies presented in this thesis are discussed with regard to different theories of language acquisition. Additionally, I will give insight into the understanding of the development of young children´s use of intonation

INFL in child and adult language : agreement, case and licensing

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1997.Includes bibliographical references (p. 280-292).by Carson Theodore Robert Schütze.Ph.D

The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study

Carminati MN, Knoeferle P. The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study. Presented at the Architectures and Mechanisms of Language and Processing (AMLaP), Riva del Garda, Italy