Theoretical Issues in Language Acquisition: Continuity and Change in Development

By Jürgen Weissenborn; Helen Goodluck et al. | Go to book overview

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APPENDIX

Test sentences-Part 1
1. Active main clause; complement to tell Daisy tells Pluto to sing to Champion. Champion tells Daisy to do some dancing. Pluto tells Champion to do some reading. Daisy tells Champion to dance around the chicken.
2. Passive main clause; complement to tell Champion is told by Pluto to run around Daisy. Pluto is told by Champion to read to the pig. Daisy is told by Pluto to do a somersault. Champion is told by Daisy to do some singing.
3. Active main clause; purpose clause Pluto takes Champion along to read to the turtle. Daisy picks Pluto to do a somersault. Champion chooses Daisy to do some singing. Pluto picks Champion to hop around Daisy.
4. Passive main clause; purpose clause Pluto is chosen by Daisy to do a somersault. Champion is chosen by Pluto to do some singing. Daisy is picked by Champion to read to Pluto. Pluto is picked by Daisy to dance around the pig.
5. Active main clause; temporal adjunct Champion kisses Daisy before doing a somersault. Pluto hits Champion before hopping around the chicken. Daisy hugs Pluto before singing to Champion. Champion hugs Pluto before doing some reading.

-170-

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Theoretical Issues in Language Acquisition: Continuity and Change in Development
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Preface vii
  • List of Contributors ix
  • 1 - Introduction: Old and New Problems in the Study of Language Acquisition 1
  • References 19
  • 2 - Language Acquisition as a Maturational Process 25
  • References 49
  • 3 - Learnability Theory and the Problem of Development in Language Acquisition 53
  • ACKNOWLEDGMENT 75
  • References 75
  • 4 - Maturation and Learning: Linguistic Knowledge and Performance: A Commentary on Clahsen and Felix 77
  • References 90
  • 5 - The Catapult Hypothesis: An Approach to Unlearning 93
  • Acknowledgments 135
  • References 135
  • 6 - Principles vs. Criteria: On Randall's Catapult Hypothesis 139
  • Acknowledgments 149
  • References 149
  • 7 - Development in Control and Extraction 151
  • Acknowledgments 168
  • References 169
  • References 170
  • 8 - Comments on Goodluck and Behne 173
  • References 188
  • 9 - Ordered Decisions in the Acquisition of Wh-questions 191
  • References 235
  • 10 - Comments on Roeper and de Villiers 237
  • References 248
  • 11 - A Reanalysis of Null Subjects in Child Language 249
  • Acknowledgments 266
  • References 266
  • 12 - Null Subjects in Early Grammars: Implications for Parameter-setting Theories 269
  • Acknowledgments 297
  • References 297
  • 13 - Comments on Hyams and Weissenborn: On Licensing and Identification 301
  • Acknowledgments 308
  • References 308
  • Author Index 309
  • Subject Index 313
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