Binding, Dependencies, and Learnability最新文献

英文中文

Lexical Links in the WH-Chain wh链中的词法链接

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-17

T. Roeper, J. D. Villiers

引用次数: 6

Commentary: Null Subjects in Child Language and the Implications of Cross-Linguistic Variation 评论:儿童语言中的空主语和跨语言变异的含义

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-13

N. Hyams

引用次数: 1

The Japanese Dialectal Monomorphemic Reflexive Zisin and Its Theoretical Implications: A Contrast With Chinese Ziji 日语方言单构反身词及其理论意义:与汉语子词的对比

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-4

Yafei Li

引用次数: 1

Reflexives in French and Danish: Morphology, Syntax, and Acquisition 法语和丹麦语的反身反语:形态、句法和习得

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-6

C. Jakubowicz

引用次数: 1

Commentary: The Nonhomogeneity of Condition B and Related Issues 评注:条件B的非同质性及相关问题

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-10

E. Reuland

引用次数: 0

Finitude, Boundedness, and Complexity: Learnability and the Study of First Language Acquisition 有限性、有限性与复杂性:可学性与母语习得研究

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-22

R. Clark

引用次数: 0

Problems With Pronoun Acquisition 代词习得问题

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-9

C. Koster, B. Lust, G. Hermon, J. Kornfilt, Suzanne Flynn, S. Kapur, Barbier, K Boser, C. Foley, ZN delPrado, EJ Rubin, L Santelman, J. Toribio

Experimental studies have often shown that children have more problems with pronouns than was originally expected. One recent explanation of the discrepancy between empirical results and linguistic theory is that the Binding Theory is in need of reformulation to include only bound variable interpretations of pronominals as well as reflexives, with intended coreference relegated to the domain of pragmatics. The Dutch studies presented here explore children’s sensitivity to bound variable interpretations of reflexives and pronominals by investigating their understanding of VP-deletion sentences. The results show errors with pronominals that do not support the reformulated version of the Binding Theory as a better description of children’s acquisition problems. (DRAFT: non-final version!!) PROBLEMS WITH PRONOUN ACQUISITION 1. The traditional Binding Theory Knowledge of anaphora in relation to reflexives and pronominals is traditionally summed up in two of the principles of the Binding Theory (Chomsky, 1981): Principle A a bound anaphor, like the reflexive himself, must be bound in its governing category, and Principle B a free anaphor, like the pronominal him, must not be bound in its governing category. Based on the principles and parameters view of language acquisition, it has been proposed that the principles of the Binding Theory should have an innate basis, or be part of what is often called Universal Grammar. Children’s knowledge of the Binding Theory principles has been quite extensively investigated during the last decade, but the empirical evidence does not give as straightforward a picture as was originally expected. Children’s performance on anaphora tasks is more of a mixed success than had been predicted. Correct understanding of anaphoric reference with pronominals and reflexives is not instantaneously visible in very young children; but it does improve over time. Developmental patterns for sentences with reflexives and pronominals also do not necessarily run parallel. One of the more consistent results is that children relatively quickly and easily come to understand bound anaphors, such as reflexives. In the case of pronominals, development is usually (but not always) slow, often stagnating and problematic for many years, even up into middle childhood. In some experimental studies, children seem to be interpreting pronouns as if they were reflexives, and this is specifically the one error that they should not be making. To make the picture even more confusing, there are also situations in which children perform equally well on sentences with pronominals and reflexives, or even better on sentences with pronominals (Kaufman, 1992). If both Binding Theory principles are presumed to be part of innate linguistic knowledge, how is it possible that children often, but not always, seem to be able to start using one principle earlier and better than the other? Several proposals have been made as to what the problem is with the Binding Theory

在莱因哈特重新制定的约束理论中，回指元素必须在句法上被约束，由先行词控制，要么在其支配范畴内(对于反身代词)，要么在其支配范畴外(对于代词)，才能得到解释。Reinhart(1983)对重新表述的绑定理论的定义如下:绑定理论:将代词P与命令c的NP α (α不立即被COMP o或S '支配)结合起来。条件:如果P是r的代名词，则A必须在其最小支配范畴内。B如果P是非r -代词，则alpha必须在其最小控制范畴之外(第71页)。为了共同参考，Reinhart(1983)描述了说话者的策略和听者的策略，并将其制定为规则I (Grodzinsky & Reinhart，将出现):规则I(推论):免费NP,可以作为互参的NP, B,在同一个句子,敌我识别答:它无法取代的(不同的)逐字表达式,可以受B或B指称相同解释需要区别绑定最近,简和Wexler(1990)所述原则B的再形成只有当地的领域:代词不能绑定变量阅读c-commanding先行词在同一地方域。他们认为，重新制定约束理论的关键在于索引的作用:指喻必须具有与局部命令型先行词相同的索引，而代词不一定具有与局部命令型先行词相同的索引。语义学和语用学必须处理如何解释这些索引。在原则A的情况下，指喻及其先行词具有相同的索引，并且旨在指同一实体;共同索引在这里意味着有意的共同引用。原则B排除了代词和局部c-命令NP具有相同索引的可能性。代词不能被局部约束。对于代词来说，现在的关键问题是:当一个代词的索引不同于局部命令c的NP时，这种不共同索引意味着什么?可以证明，它并不一定意味着不相交的参考。Chien和weexler给出了下面的例子来证明不相交的引用并不总是这样:(1)必须是Johnj (2) a. *至少hei看起来像他b.至少hei看起来像他j在(2a)中被排除了共标，因为他被限制在它的支配范畴中。在(2b)中，当代词不受约束且不违反约束原则时，非共标并不一定要求不相交:他和他都可以指代同一个实体，即NP John。两个协同索引的NPs必须相互引用(2a)，而两个非协同索引的NPs在引用(2b)上是自由的。Chien和weexler提出了一个原则P (P=语用学)，就像莱因哈特的规则I一样，来处理像上面(2b)这样的语用共指情况，在这种情况下，他和他没有被共指，但仍然可以被共指解释。重新制定的原则B仅适用于代词的绑定变量阅读，而不适用于(2)，这允许对两个非协同索引的np进行语用，有意的共指解释。为了将代词解释为绑定变量，它必须与其先行词协同索引，并且正如原则B所述，这不能发生在局部域中。比较下面莱因哈特的例子(1986，第124页)和上面(2)。对于所有的x (x是一个男孩)，x带来了x的熊。代词his与量词Each of the boys并列，是一个受这个先行词约束的变量。它在这里没有一个固定的值，因为这个值取决于量化先行词的选择。量化的NPs没有参考。现在，看一个量化NP和由该NP支配的宾语代词c的例子。将Chien和Wexler的例子(4)与上面的(2)和(3)进行比较:(4)每个女人看起来都像她的*i/j

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引用次数: 1

Structural Determinants of Quantifier Scope: An Experimental Study of Chinese First Language Acquisition 量词范围的结构决定因素:汉语母语习得的实验研究

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-18

Y. Chien

引用次数: 1

Some Applications of Formal Learning Theory Results to Natural Language Acquisition 形式学习理论成果在自然语言习得中的一些应用

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-23

S. Kapur

引用次数: 3

Toward a New Theory of Anaphoric Binding 一种新的回指结合理论

Binding, Dependencies, and Learnability

Pub Date : 2018-10-24 DOI: 10.4324/9781315789200-2

J. Koster

引用次数: 2

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