Parallel Function and Contrastive Stress in Child Language
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While it may not be surprising that adults take advantage of many types of information in determining the most likely antecedent for a pronoun, the trouble that children have mastering this system reflects some interesting properties of the language acquisition process. This chapter will discuss some of these problems, as reflected in the results of two experiments. The first experiment addresses the question of how the child uses the parallel function strategy in combination with principles for interpreting the effect of contrastive stress. The second, carried out jointly with Amy Pruner, 1 attempts to get a more precise notion of what it means for structures to be parallel — both for children and for adults. The studies will be related to the meaning of focus and contrastive stress outlined in Chapter 4.
KeywordsNoun Phrase Function Strategy Syntactic Structure Sentence Type Parallel Function
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