Analysis of six cross-linguistic properties characterizing the head verb in the resultative construction in Chinese shows that the first verb, and not the second verb, should be analyzed as the head verb. (15 references) (Author/CB)

Presents evidence for overt verb raising in Japanese, thereby defending the validity of the head parameter with its two values (head initial and head final). Explores consequences of the overt verb raising analysis of Japanese to various aspects of syntactic theory. (Author/VWL)

Discusses research describing Web page and link classification systems resulting from a content analysis of over 75 Web pages. Topics include the decision-making processes of Web page authors and readers; syntactic analysis of labeled and isolated anchors; expansion and resource links; and where links lead. (Author/LRW)

Distinguishes two types of language, V-to-I type versus V-to-V type, with a view to deriving two distinct patterns of associating specific interpretations with subject positions. (Author/VWL)

Evidence exists that the static/dynamic contrast can be established over how semantic relations link to syntax. The claim that this aspectual contrast can be derived over the linking of semantic relations in turn accounts for the failure of the English verb SEE to be marked for an aspectuality, and for the aspectual polysemy of English verbs of…

The authors argue that the meaning through syntax (MTS) model proposed by G. McKoon and R. Ratcliff fails to account for the comprehension of sentences with reduced relative clauses. First, the theory's core assumptions regarding verb-based event representations and how they link to constructions are incompatible with well-established analyses…

The "meaning through syntax" framework proposes lexical, decompositional representations of verb meaning. For several classes of verbs, the proposed representations have successfully predicted 2 types of data that pattern differently: the syntactic structures of sentences that are naturally produced by speakers and writers and the comprehension…

Processing language requires the retrieval of concepts from memory in response to an ongoing stream of information. This retrieval is facilitated if one can infer the gist of a sentence, conversation, or document and use that gist to predict related concepts and disambiguate words. This article analyzes the abstract computational problem…

Latent class analysis (LCA) is a statistical method used to identify a set of discrete, mutually exclusive latent classes of individuals based on their responses to a set of observed categorical variables. In multiple-group LCA, both the measurement part and structural part of the model can vary across groups, and measurement invariance across…

This paper examines the syntax of "GENDER CONCORD" in mixed utterances where bilingual children switch between a modifier in one language and a noun in another. Particular attention is paid to how children deal with potential gender mismatches between modifier and noun, i.e., if one of the languages has grammatical gender but the other does not,…

In this study, we apply MOSAIC (model of syntax acquisition in children) to the simulation of the developmental patterning of children's optional infinitive (OI) errors in 4 languages: English, Dutch, German, and Spanish. MOSAIC, which has already simulated this phenomenon in Dutch and English, now implements a learning mechanism that better…

Through recording the streaming x- and y-coordinates of computer-mouse movements, we report evidence that visual context provides an immediate constraint on the resolution of syntactic ambiguity in the visual-world paradigm. This finding converges with previous eye-tracking results that support a constraint-based account of sentence processing, in…

Background: For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without…

Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n = 23) received a specific training in phoneme awareness and letter knowledge. A control group (n = 25) received…

Classroom research has largely focused on an "instructional discourse" in local classroom contexts where teachers and students interact about subject knowledge. Few studies have been conducted, however, to examine "regulative discourse", which is the precondition for the transmission of subject knowledge. In this article,…