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The present article is a follow-up study of the investigation of labiodentals in German and Dutch by Hamann & Sennema (2005), where we looked at the perception of the Dutch labiodental three-way contrast by German listeners without any knowledge of Dutch and German learners of Dutch. The results of this previous study suggested that the German voiced labiodental fricative /v/ is perceptually closer to the Dutch approximant /ʋ/ than to the corresponding Dutch voiced labiodental fricative /v/. These perceptual indications are attested by the acoustic findings in the present study. German /v/ has a similar harmonicity median and a similar centre of gravity to Dutch /ʋ/, but differs from Dutch /v/ in these parameters. With respect to the acoustic parameter of duration, German /v/ lies closer to the Dutch /v/ than to the Dutch /ʋ/.
This paper reports results from a series of experiments that investigated whether semantic and/or syntactic complexity influences young Dutch children’s production of past tense forms. The constructions used in the three experiments were (i) simple sentences (the Simple Sentence Experiment), (ii) complex sentences with CP complements (the Complement Clause Experiment) and (iii) complex sentences with relative clauses (the Relative Clause Experiment). The stimuli involved both atelic and telic predicates. The goal of this paper is to address the following questions.
Q1. Does semantic complexity regarding temporal anchoring influence the types of errors that children make in the experiments? For example, do children make certain types of errors when a past tense has to be anchored to the Utterance Time (UT), as compared to when it has to be anchored to the matrix topic time (TT)?
Q2. Do different syntactic positions influence children’s performance on past-tense production? Do children perform better in the Simple Sentence Experiment compared to complex sentences involving two finite clauses (the Complement Clause Experiment and the Relative Clause Experiment)? In complex sentence trials, do children perform differently when the CPs are complements vs. when the CPs are adjunct clauses? (Lebeaux 1990, 2000)
Q3. Do Dutch children make more errors with certain types of predicate (such as atelic predicates)? Alternatively, do children produce a certain type of error with a certain type of predicates (such as producing a perfect aspect with punctual predicates)? Bronckart and Sinclair (1973), for example, found that until the age of 6, French children showed a tendency to use passé composé with perfective events and simple present with imperfective events; we will investigate whether or not the equivalent of this is observed in Dutch.
The paper investigates the origins of the German/Dutch particle toch/doch) in the hope of shedding light on a puzzle with respect to doch/toch and to shed some light on two theoretical issues. The puzzle is the nearly opposite meaning of the stressed and unstressed versions of the particle which cannot be accounted for in standard theories of the meaning of stress. One theoretical issue concerns the meaning of stress: whether it is possible to reduce the semantic contribution of a stressed item to the meaning of the item and the meaning of stress. The second issue is whether the complex use of a particle like doch/toch can be seen as an instance of spread or whether it has to be seen as having a core meaning which is differentiated by pragmatics operating in different contexts.
We use the etymology of doch and doch as to+u+h (that+ question marker+ emphatic marker) to argue for an origin as a question tag checking a hearer opinion. Stress on the tag indicates an opposite opinion (of the common ground or the speaker) and this sets apart two groups of uses spreading in different directions. This solves the puzzle, indicates that the assumption of spread is useful and offers a subtle correction of the interpretation of stress. While stress always means contrast with a contrasting item, if the particle use is due to spread, it is not guaranteed that the unstressed particle has a corresponding use (or inversely).
It has often been noticed that one syntactic argument position can be realized by elements which seem to realize different thematic roles. This is notably the case with the external argument position of verbs of change of state which licenses volitional agents, instruments or natural forces/causers, showing the generality and abstractness of the external argument relation. (1) a. John broke the window (Agent) b. The hammer broke the window (Instrument) c. The storm broke the window (Causer) In order to capture this generality, Van Valin & Wilkins (1996) and Ramchand (2003) among others have proposed that the thematic role of the external argument position is in fact underspecified. The relevant notion is that of an effector (in Van Valin & Wilkins) or of an abstract causer/initiator (in Ramchand). In this paper we argue against a total underspecification of the external argument relation. While we agree that (1b) does not instantiate an instrument theta role in subject position, we argue that a complete underspecification of the external theta-position is not feasible, but that two types of external theta roles have to be distinguished, Agents and Causers. Our arguments are based on languages where Agents and Causers show morpho-syntactic independence (section 2.1) and the behavior of instrument subjects in English, Dutch, German and Greek (section 2.2 and 3). We show that instrument subjects are either Agent or Causer like. In section (4) we give an analysis how arguments realizing these thematic notions are introduced into syntax.
This contribution provides an overview of the current state of affairs with respect to the Dutch version of the Multilingual Assessment Instrument for Narratives (MAIN). We describe properties of the Dutch MAIN, the creation of the Dutch MAIN, and the results of recent research with this new instrument to measure narrative competence.
It is well known that English children between the age of 4 and 6 display a so-called Delay of Principle B Effect (DPBE) in that they allow pronouns to refer to a local c-commanding antecedent. Their guessing pattern with pronouns contrasts with their adult-like interpretation of reflexives. The DPBE has been explained as resulting from a lack of pragmatic knowledge or insufficient cognitive resources. However, such extra-grammatical accounts cannot explain why the DPBE only shows up in particular languages and in particular syntactic environments. Moreover, such accounts fail to explain why the DPBE only emerges in comprehension and not in production. This paper hypothesizes that the presence or absence of the DPBE can be explained from the properties of the grammar. Fischer's (2004) optimality-theoretic analysis of binding, explaining cross-linguistic variation, and Hendriks and Spenader's (2005/6) optimality-theoretic account of the acquisition of pronouns and reflexives are combined into a single model. This model yields testable predictions with respect to the presence or absence of the DPBE in particular languages, in particular syntactic environments, and in comprehension and/or production.