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The acquisition of syntactic structure : animacy and thematic alignment /
This book explains how children's early ability to distinguish between animate and inanimate nouns helps them acquire complex sentence structure.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge :
Cambridge University Press,
2014.
|
| Colección: | Cambridge studies in linguistics.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
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| 003 | OCoLC | ||
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| 100 | 1 | |a Becker, Misha, |d 1973- |e author. | |
| 245 | 1 | 4 | |a The acquisition of syntactic structure : |b animacy and thematic alignment / |c Misha Becker. |
| 260 | |a Cambridge : |b Cambridge University Press, |c 2014. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Cambridge Studies in Linguistics | |
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Half Title; Series Page; Title Page; Imprints; Contents; List of figures; List of tables; Acknowledgements; 1 Introduction; 2 syntax of displacing and non-displacing predicates; 2.1 Raising-to-subject and subject control; 2.1.1 The structure of raising; 2.1.2 The structure of control; 2.1.3 Raising-to-object and object control: expect vs. persuade; 2.2 Tough-constructions; 2.2.1 Structure of tough-constructions; 2.2.2 Related constructions; 2.2.3 Structure of control adjective constructions; 2.3 Unaccusatives and unergatives; 2.3.1 A semantically-driven syntactic distinction. | |
| 505 | 8 | |a 2.3.2 Formal representations of unaccusativity2.4 Passive; 2.4.1 Structure of passive; 2.4.2 A different displacing predicate; 2.5 The learning problem; 3 Argument hierarchies; 3.1 The Animacy Hierarchy; 3.1.1 Linguistic effects of animacy: morphosyntax and argument structure; 3.1.2 Animacy, agency, degree of control, and teleological capability; 3.2 The Thematic Hierarchy; 3.2.1 A brief history of thematic roles; 3.2.2 Formal accounts of thematic role assignment; 3.3 Animacy and thematic roles in opaque constructions; 3.3.1 Raising constructions across languages. | |
| 505 | 8 | |a 3.3.2 Tough-constructions across languages3.4 Properties of derived subjects; 3.4.1 Argument structure universals, and the ``problem'' of ergativity; 3.5 A learning procedure; 3.6 Summary; 4 Animacy and adult sentence processing; 4.1 Relative clauses; 4.1.1 Reduced relative clauses; 4.1.2 Subject vs. object relative clauses; 4.2 Processing of raising and control; 4.2.1 Sentence completion; 4.2.2 Novel verb learning; 4.3 Psycholinguistic effects of animacy on production of the passive; 4.4 Summary; 5 Animacy and children's language; 5.1 Development of the animacy concept. | |
| 505 | 8 | |a 5.1.1 Featural properties of animates5.1.2 Behavioral properties of animates; 5.1.3 Intentional properties of animates; 5.1.4 Further conceptual change; 5.1.5 Agency; 5.1.6 Summary; 5.2 Children's use of animacy in learning argument structure; 5.2.1 The power and limitations of semantic bootstrapping; 5.2.2 The power and limitations of Syntactic Bootstrapping; 5.3 Children's acquisition of displacing predicates; 5.3.1 Acquisition of raising and control; 5.3.2 Acquisition of tough-constructions; 5.3.3 Acquisition of unaccusatives; 5.3.4 Animacy and the acquisition of the passive; 5.4 Summary. | |
| 505 | 8 | |a 6 Modeling the acquisition of displacing predicates6.1 Displacing predicates in the input to children; 6.2 Computational modeling of language acquisition; 6.2.1 Learning as generalization; 6.2.2 Restricting the hypothesis space; 6.3 Hierarchical Bayesian Models; 6.3.1 A model of learning raising and control; 6.3.2 A model of learning tough-constructions; 6.3.3 A model of learning unaccusatives and unergatives; 6.4 Summary of modeling results; 7 Conclusions and origins; 7.1 Origins of knowledge of the animacy distinction; 7.2 Origins of knowledge of linguistic animacy and displacing predicates. | |
| 500 | |a 7.3 Further questions. | ||
| 520 | |a This book explains how children's early ability to distinguish between animate and inanimate nouns helps them acquire complex sentence structure. | ||
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Frames (Linguistics) | |
| 650 | 0 | |a Linguistics. | |
| 650 | 2 | |a Linguistics | |
| 650 | 6 | |a Contextes de substitution (Linguistique) | |
| 650 | 6 | |a Linguistique. | |
| 650 | 7 | |a linguistics. |2 aat | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x Historical & Comparative. |2 bisacsh | |
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| 650 | 7 | |a Linguistics. |2 fast |0 (OCoLC)fst00999202 | |
| 776 | 0 | 8 | |i Print version: |a Becker, Misha Karen, 1973- |t Acquisition of syntactic structure. |d Cambridge : Cambridge University Press, 2014 |z 9781107007840 |w (DLC) 2013036069 |w (OCoLC)874030289 |
| 830 | 0 | |a Cambridge studies in linguistics. | |
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