Phd Dissertation Linguistics

Phd Dissertation Linguistics-82
On the basis of Ura’s (2001) proposal, I propose that how far an element that undergoes movement can carry its formal features, especially focusing on φ-features in this thesis, is determined by two conditions, a locality condition on the generalized pied-piping and an anti-locality ...

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Adjunct control is often as- sumed to involve a syntactic ‘Obligatory Control’ (OC) dependency, but I show that some adjuncts also permit what is referred to as ‘Non-Obligatory Control’ (NOC), as in the sentences ‘The food tasted better ...

This dissertation focuses on when and how children learn about the meanings of the propositional attitude verbs "know" and "think". But they differ in their veridicality: "think" is non-veridical and can report a false belief; but "know" can only report true beliefs because it is a veridical verb.

On one hand, they use it to understand what others say.

On the other hand, they use it to say what they want to convey to others (or to themselves).

This dissertation uses children’s acquisition of adjunct control as a case study to investigate grammatical and performance accounts of language acquisition.

In previous research, children have consistently exhibited non-adultlike behavior for sentences with adjunct control.

First, I spell out the predictions of previous grammatical accounts, and test these predictions after accounting for some methodological concerns that might have influenced children’s behavior in previous studies. The purpose of this thesis is to construct a theory to derive how pied-piping of formal features of a moved element takes place, by which some syntactic phenomena related to φ-features can be accounted for.

Ura (2001) proposes that pied-piping of formal-features of a moved element is constrained by an economy condition like relativized minimality.

Furthermore, the verbs differ in their factivity: uses of "x knows p", but not uses of "x thinks p", typically presuppose the truth of "p", because "know" is factive and "think" is not.

How do children figure out these subtle differences between the verbs, given that ...

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