Studies in the Acquisition of Anaphora

1. Front Matter

   Pages i-viii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Introduction

      • Barbara Lust

      Pages 3-30

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3. Learnability Theory and Anaphora

   1. Front Matter

      Pages 31-31

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   2. On the Nonconcrete Relation between Evidence and Acquired Language

      • Kenneth Wexler

      Pages 33-42

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4. Is the Parser Constrained?

   1. Front Matter

      Pages 43-43

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   2. Parsing Efficiency, Binding, C-Command and Learnability

      • Robert C. Berwick, Kenneth Wexler

      Pages 45-60

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   3. Some Evidence for and Against a “Proximity Strategy” in the Acquisition of Subject Control Sentences

      • Harold H. Chipman, Josselyne Gerard

      Pages 61-87

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   4. Evidence against a Minimum Distance Principle in First Language Acquisition of Anaphora

      • Janet Cohen Sherman

      Pages 89-101

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5. Do the Constraints Emerge Under Variable Experience?

   1. Front Matter

      Pages 103-103

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   2. Underlying Redundancy and its Reduction in a Language Developed Without a Language Model: Constraints Imposed by Conventional Linguistic Input

      • Susan Goldin-Meadow

      Pages 105-133

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   3. Coreference Relations in American Sign Language

      • Judy Kegl

      Pages 135-170

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   4. The Acquisition of Pronominal Anaphora in ASL by Deaf Children

      • Robert J. Hoffmeister

      Pages 171-187

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   5. Principles of Pronoun Anaphora in the Acquisition of Oral Language by the Hearing-Impaired

      • Joan Pinhas, Barbara Lust

      Pages 189-224

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6. Do Constraints Emerge in Acquisition of a Second Language?

   1. Front Matter

      Pages 225-225

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   2. Second Language Acquisition of Pronoun Anaphora: Resetting the Parameter

      • Suzanne Flynn

      Pages 227-243

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7. Evidencing Grammatical Competence: Methodological Issues

   1. Front Matter

      Pages 245-245

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   2. Children’s Interpretation of Pronouns and Null NPs: An Alternative View

      • Helen Goodluck

      Pages 247-269

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   3. What Children Know: Methods for the Study of First Language Acquisition

      • Barbara Lust, Yu-Chin Chien, Suzanne Flynn

      Pages 271-356

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8. Back Matter

   Pages 357-373

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Today, one fundamental set of issues confronts both the linguistic theory of 'Universal Grammar' and the psychological study of human cognition. These issues concern the question of to what degree and how the human mind is "programmed," presumably biologically, to acquire the complex knowiedge of human language. As discussed in Volume I, anaphora has been critical to this study because, while a critical property of language knowledge, it is largely underdetermined by available evidence. While most previous research projects have generally addressed these issues through either linguistic analyses or psychological analyses of language data, and have concerned themselves with either the role of innateness or the role of experience in language knowledge, this volume, with its predecessor, attempts to combine these approaches; in fact to develop a research paradigm for their joint study. While Volume I emphasized study of the content and nature of the initial state, i. e. , of the language faculty, this second volume emphasizes study of the way in which experience does or does not interact with this language faculty to determine language acquisition. We argue in the introduction that the issues addressed in Volume II are appreciable, if not necessary, com­ plements to those addressed in Volume I. This is not only because a more comprehensive model of language acquisition requires so, but because valid definition of the content of 'the initial state' may require so.

• Index
• Parsing
• language acquisition
• pronominal
• pronouns
• subject

• Cornell University, Ithaca, USA

  Barbara Lust

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