Brief Report: Question-Asking and Collateral Language Acquisition in Children with Autism

The literature suggests children with autism use communication primarily for requests and protests, and almost never for information-seeking. This study investigated whether teaching “Where” questions using intrinsic reinforcement procedures would produce the generalized use of the question, and whether concomitant improvements in related language structures, provided as answers to the children’s questions, would occur. In the context of a multiple baseline across participants design, data showed that the children could rapidly acquire and generalize the query, and that there were collateral improvements in the children’s use of language structures corresponding to the answers to the questions the children asked. The results are discussed in the context of teaching child initiations to improve linguistic competence in children with autism

Change-of-state Paradigms and the middle in Kinyarwanda

This paper investigates the derivational relationships among members of verbal paradigms in Kinyarwanda (Bantu JD.61; Rwanda) by pursuing two interrelated goals. First, I describe a variety of derivational strategies for marking transitive and intransitive variants in change-of-state verb paradigms. Second, I focus on the detransitivizing morpheme –ik which serves as one possible marking for intransitive members of these paradigms. Ultimately, I argue that this morpheme is a marker of middle voice, and the variety of readings which appear with this form can be subsumed under a single operation of argument suppression. Finally, I provide a discussion of reflexives and the apparent lack of a reflexive reading with –ik by arguing that this reading is blocked by either lexical reflexives or the reflexive prefix i–