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Institute
Three distinctions seem relevant for the scope properties of adverbs: their function (adjuncts or complements), their prosody (incidental or integrated) and their lexical semantics (parenthetical or non parenthetical). We propose an analysis in which the scope of French adverbs is aligned with their syntactic properties, relying on a view of adjuncts as loci for quantification, a linearization approach to the word order, and an explicit modelling of dialogue.
This paper discusses a non-constituent coordination construction that occurs in Russian in which constituents with different syntactic functions and different thematic roles are conjoined. These conjuncts are co-arguments of the same head and are subject to a number of idiosyncrasies.
We consider several alternative analysis of the phenomena, and conclude that these are unable to account for the full range of the facts. Thus, even though these conjuncts do not form a semantic unit, there is evidence that they do form a kind of coordination structure. The phenomena are challenging for any theory of grammar, but the syntax-semantics account that we provide involves minimal changes to standard HPSG architecture.
Pseudocoordination in Danish
(2007)
In this paper we propose an analysis of Danish pseudocoordination constructions. The analysis is based on a hybrid phrase hierarchy where phrase types are assumed to be subtypes of types that cut across the traditional division of phrasal types, allowing the phrase type of pseudocoordinations to be a subtype of both coordinate phrases and headed phrases, and consequently inherit properties from both types. The analysis is linearization-based. We further develop a set of constraints on the phrasal types in the hierarchy.
The hybrid phrase hierarchy and the set of constraints on the various types in the hierarchy explain why, on the one hand, pseudocoordinations contain conjunctions and the conjuncts must have the same form and tense, and on the other, have a fixed order, allow extraction out of the second conjunct, do not allow overt subjects in the second conjunct and allow transitive verbs to appear in there-constructions.
This paper presents results of corpus analytic investigations of children's use of referring expressions and considers possible implications of this work for questions relating to development of theory of mind. The study confirms previous findings that children use the full range of referring forms (definite and indefinite articles, demonstrative determiners, and demonstrative and personal pronouns) appropriately by age 3 or earlier. It also provides support for two distinct stages in mind-reading ability. The first, which is implicit and non-propositional, includes the ability to assess cognitive statuses such as familiarity and focus of attention in relation to the intended referent; the second, which is propositional and more conscious, includes the ability to assess epistemic states such as knowledge and belief. Distinguishing these two stages supports attempts to reconcile seemingly inconsistent results concerning the age at which children develop theory of mind. It also makes it possible to explain why children learn to use forms correctly be-fore they exhibit the pragmatic ability to consider and calculate quantity implicatures.