The Acquisition of Syntactic Structure

Erscheinungsjahr 2014
ISBN: 978-1-107-00784-0
Verlag: Cambridge University Press

Buch, Englisch, Band 141, 342 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 647 g

Reihe: Cambridge Studies in Linguistics

This book explains a well-known puzzle that helped catalyze the establishment of generative syntax: how children tease apart the different syntactic structures associated with sentences like John is easy/eager to please. The answer lies in animacy: taking the premise that subjects are animate, the book argues that children can exploit the occurrence of an inanimate subject as a cue to a non-canonical structure, in which that subject is displaced (the book is easy/*eager to read). The author uses evidence from a range of linguistic subfields, including syntactic theory, typology, language processing, conceptual development, language acquisition, and computational modeling, exposing readers to these different kinds of data in an accessible way. The theoretical claims of the book expand the well-known hypotheses of Syntactic and Semantic Bootstrapping, resulting in greater coverage of the core principles of language acquisition. This is a must-read for researchers in language acquisition, syntax, psycholinguistics and computational linguistics.

Autoren/Hrsg.

Becker, Misha

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Computerlinguistik, Korpuslinguistik
• Geisteswissenschaften Sprachwissenschaft Grammatik, Syntax, Morphologie
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

1. Introduction; 2. The syntax of displacing and non-displacing predicates; 3. Argument hierarchies; 4. Animacy and adult sentence processing; 5. Animacy and children's language; 6. Modeling the acquisition of displacing predicates; 7. Conclusions and origins.

Über Autor(innen)

Becker, Misha
Misha Becker is an Associate Professor in the linguistics department at the University of North Carolina, Chapel Hill, where she has taught courses in linguistic theory and child language acquisition since 2002.