LEADER 05844nam 2200709Ia 450 001 9910452377603321 005 20200520144314.0 010 $a1-299-39643-7 010 $a90-272-7226-3 035 $a(CKB)2550000001017764 035 $a(EBL)1158339 035 $a(OCoLC)833766446 035 $a(SSID)ssj0000856176 035 $a(PQKBManifestationID)12305866 035 $a(PQKBTitleCode)TC0000856176 035 $a(PQKBWorkID)10806082 035 $a(PQKB)11042534 035 $a(MiAaPQ)EBC1158339 035 $a(Au-PeEL)EBL1158339 035 $a(CaPaEBR)ebr10676925 035 $a(CaONFJC)MIL470893 035 $a(EXLCZ)992550000001017764 100 $a20130107d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGenerative linguistics and acquisition$b[electronic resource] $estudies in honor of Nina M. Hyams /$fEdited by Misha Becker, University of North Carolina, Chapel Hill ; John Grinstead The Ohio State University, Columbus ; Jason Rothman ; University of Florida, Gainesville 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Publishing Company$d2013 215 $a1 online resource (364 p.) 225 0 $aLanguage acquisition and language disorders,$x0925-0123 ;$vv. 54 300 $aDescription based upon print version of record. 311 $a90-272-5316-1 320 $aIncludes bibliographical references and index. 327 $aGenerative Linguistics and Acquisition; Editorial page; Title page; LCC data; Table of contents; Introduction; Acknowledgments; References; Animacy, argument structure and unaccusatives in child English; 1. Introduction; 2. Theoretical background: The unaccusative-unergative distinction; 3. Previous studies: Arguments for and against A-movement in children's unaccusatives; 4. English unaccusatives: Diagnostics and predictions for child language; 5. Method; 6. Results; 6.1 Subject animacy; 6.2 Null subjects; 6.3 Resultatives; 6.4 Postverbal subjects; 7. Conclusions; References 327 $aRemarks on theoretical accounts of Japanese children's passive acquisition1. Introduction; 2. A-chains in Japanese passives; 2.1 An empty category in Japanese ni direct passive; 2.2 A-chain or anaphora with pro?; 2.3 The A-chain analysis of Japanese ni direct passives; 3. The ACDH account of children's passive acquisition; 3.1. English passive acquisition and the ACDH; 3.2 Japanese passive acquisition and the ACDH; 4. Comparing the long passive and the long passive-unaccusative amalgam; 4.1 Establishing a minimal pair; 4.2 Experimental data; 5. Comparing the long passive and the short passive 327 $a6. Discussion6.1 A ?-transmission Difficulty Hypothesis account; 6.2 On raising acquisition; References; Early or late acquisition of inflected infinitives in European Portuguese?; 1. Introduction; 2. Syntax and semantics of (canonical) inflected infinitives; 3. Acquisition of inflected infinitives in EP; 3.1 Methodology; 3.2 First spontaneous inflected infinitives in European Portuguese; 3.3 Discussion; 4. Conclusions; Acknowledgments; References; The relationship between determiner omission and root infinitives in child English; 1. Introduction; 2. Previous work: Hoekstra, Hyams, and Becker 327 $a2.1 Theoretical proposal2.2 English data; 2.3 German data; 2.4 Dutch data; 3. New English counts; 3.1 Transcripts and counting procedures; 3.2 Results; 4. Implications; Acknowledgments; References; The semantics of the tense deficit in child Spanish SLI; 1. Introduction; 2. Tense and aspect; 2.1 Aspect before tense; 3. Tense and root infinitives in child Spanish; 3.1 Tense and root infinitives in Spanish-speaking children with SLI; 3.2 SLI as a tense deficit at the semantic level; 4. Research questions; 5. Methods; 5.1 Participants; 5.2 Procedures; 6. Results; 7. Conclusions; References 327 $aThe acquisition of reflexives and pronounsby Faroese children1. Introduction; 2. Basic binding facts of Faroese; 3. Experimental setup; 4. Results; 4.1 The developmental delay of pronouns; 4.2 How do Faroese adults judge sentences with seg?; 4.3 How do Faroese children acquire the binding properties of seg?; 5. Conclusion; References; Pronouns vs. definite descriptions; 1. Introduction; 2. Schlenker's Principle C; 3. The restrictors of pronouns; 3.1 Minimal pronouns; 3.2 Minimize Restrictor! + minimal pronouns = Principle C; 4. Evidence from Vehicle Change; 5. Consequences for acquisition 327 $aReferences 330 $aThis paper proposes a new theory of why null-subjects of finite verbs are produced by young children developing a non-null-subject language. We first show that one of the extant theories, Topic-Drop, isn't supported. Modifying ideas proposed in Rizzi (2006), we assume that finite null-subjects arise in the specifier of a root TP, and may be null as the result of phasal computation. But we reject the idea that the selection of a root is an arbitrary, parametric process. Using new work in syntactic theory that relates information structure (namely undistinguished subjects) to root Tense Phrases 410 0$aLanguage Acquisition and Language Disorders 606 $aGenerative grammar 606 $aLanguage acquisition 606 $aEnglish language$xAcquisition 608 $aElectronic books. 615 0$aGenerative grammar. 615 0$aLanguage acquisition. 615 0$aEnglish language$xAcquisition. 676 $a410 702 $aHyams$b Nina M.$f1952- 702 $aBecker$b Misha Karen$f1973- 702 $aGrinstead$b John 702 $aRothman$b Jason 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452377603321 996 $aGenerative linguistics and acquisition$92230456 997 $aUNINA