Meaning and Prosody of Wh-Indeterminates in Korean

2019 ◽  
Vol 50 (3) ◽  
pp. 630-647 ◽  
Author(s):  
Jiwon Yun
Keyword(s):  
Wide Scope ◽  
Prosodic Phrasing ◽  
Relative Contribution ◽  
Wh Questions ◽  
Scope Reading

This article presents an experiment investigating the relative contribution of two different prosodic properties to the interpretation and scope configuration of wh-indeterminates in Korean. The experiment shows that it is prosodic phrasing after the wh-indeterminate that determines whether it is interpreted as interrogative or indefinite. Prosodic prominence on the wh-indeterminate does not contribute to such a distinction; rather, it increases the possibility of a wide scope reading. The results support the theory that prosodic phrasing is crucial in forming wh-questions, and call for consideration of the influence of prosody on scope-taking properties of wh-indefinites.

scholarly journals Syntactic Head Movement in Japanese: Evidence from Verb-Echo Answers and Negative Scope Reversal

2020 ◽  
pp. 1-18
Author(s):  
Yosuke Sato ◽  
Masako Maeda
Keyword(s):  
Head Movement ◽  
Wide Scope ◽  
Reversal Effect ◽  
Scope Reading

We investigate the syntax of verb-echo answers in Japanese. We first present two arguments showing that this answer form is best analyzed through overt V-to-T-to-C movement, followed by TP-ellipsis. We further show that verb-echo answers exhibit a scope reversal effect: the otherwise robust wide scope reading of focus-marked phrases with respect to negation is reversed in this construction, a pattern that holds across all grammatical positions. This ubiquitous scope reversal pattern indicates that certain instances of head movement in Japanese are syntactic, contrary to the view (Chomsky 2000, 2001) that head movement is to be relegated to the postsyntactic, phonological component.

scholarly journals Information Structure and Scope Interactions: Disjunction Wide Scope Induced by Focus

2021 ◽  
Vol 5 ◽  
Author(s):  
Cécile Larralde ◽  
Alina Konradt ◽  
Kriszta Eszter Szendrői
Keyword(s):  
Information Structure ◽  
Wide Scope ◽  
Value Judgment ◽  
Fine Grained ◽  
Narrow Scope ◽  
Subject Design ◽  
Truth Value ◽  
Scope Interactions ◽  
Scope Reading ◽  
Prosodic Focus

In this paper we investigate the scopal reading of disjunctions in French negative sentences with pre-schoolers. We posit that the French disjunctor “ou” does not fit the traditional disjunction PPI/non-PPI dichotomy according to which a wide scope is taken by a PPI disjunction and a narrow scope when the disjunction is not a PPI. We hypothesized that focus could be a succesful scopal manipulator. Using Truth Value Judgment Tasks (TVJT), we tested French pre-schoolers' scopal reading of negated disjunctions in a neutral prosody condition and with prosodic focus on the disjunctor in a between subject design. We found that as predicted, prosodic focus often enduced participants to adopt a disjunction wide scope reading whereas a disjunction narrow scope reading was favored in the neutral prosody condition. This confirmed our hypothesis that focus can manipulate disjunction scope paramaters. It also shows that, when the disjunction is focalised, children have access to the disjunction wide scope reading earlier than previously thought. Finally, we can conclude that the distinction between PPI-disjunctor vs. non-PPI disjunctor languages needs to be more fine-grained.

scholarly journals Disjunction, Focus, and Scope

2004 ◽  
Vol 35 (2) ◽  
pp. 179-217 ◽  
Author(s):  
Chung-hye Han ◽  
Maribel Romero
Keyword(s):  
Wide Scope ◽  
Negative Element ◽  
Wh Questions ◽  
Alternative Question ◽  
Focus Marking

This article presents the observation that disjunction cannot take wide scope in negative non-wh-questions and declaratives with a preposed negative element. This rules out the alternative question reading for non-wh-questions with preposed negation and the wide scope or reading for neg-inverted declaratives. We show that effects parallel to the ones associated with preposed negation can be reproduced in affirmative non-wh-questions and declaratives when focus is involved. We propose that preposed negation in non-wh-questions and preposed negative adverbials in declaratives necessarily contribute focus marking (in particular, verum focus) and argue that the lack of wide scope disjunction reading in both declaratives and non-wh-questions results as a by-product of the interaction between focus and the LF syntax of disjunctive structures, which we argue involves ellipsis.

Evidential adverbs in German

2017 ◽  
Vol 7 (1-2) ◽  
pp. 9-47
Author(s):  
Katrin Axel-Tober ◽  
Kalle Müller
Keyword(s):  
Experimental Data ◽  
Surface Structure ◽  
Type Inference ◽  
Wide Scope ◽  
Semantic Change ◽  
Morphosyntactic Development ◽  
Evidence Type ◽  
Scope Reading ◽  
Sentence Adverbs

Abstract This article addresses the semantic and morphosyntactic development of the German evidential adverbs offensichtlich, offenbar, anscheinend, and scheinbar ‘obviously’/‘apparently’/‘seemingly’ and their meaning contribution in present-day German. It will be argued that these expressions, most of which are historically derived from adjectives, innovated separate lexical entries as sentence adverbs in New High German resulting from a morphosyntactic reanalysis of an ambiguous surface structure. This reanalysis was accompanied by a profound semantic change, as a result of which the expressions acquired a wide-scope reading of the type ‘there is (clear) evidence that p’. The diachronic results are corroborated by experimental data from Present-Day German that show that these evidential sentence adverbs are underspecified with respect to evidence type (inference and report). The diachronic and synchronic findings are furthermore discussed in the light of grammaticalization and subjectification theory.

scholarly journals Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech

2003 ◽  
Vol 30 (3) ◽  
pp. 609-635 ◽  
Author(s):  
CAROLINE F. ROWLAND ◽  
JULIAN M. PINE ◽  
ELENA V. M. LIEVEN ◽  
ANNA L. THEAKSTON
Keyword(s):  
Input Frequency ◽  
Relative Contribution ◽  
Wh Questions ◽  
Primary Determinant ◽  
Main Verb ◽  
English Speaking ◽  
Syntactic Function ◽  
Acquisition Order ◽  
The Relationship

Accounts that specify semantic and/or syntactic complexity as the primary determinant of the order in which children acquire particular words or grammatical constructions have been highly influential in the literature on question acquisition. One explanation of wh-question acquisition in particular suggests that the order in which English speaking children acquire wh-questions is determined by two interlocking linguistic factors; the syntactic function of the wh-word that heads the question and the semantic generality (or ‘lightness’) of the main verb (Bloom, Merkin & Wootten, 1982; Bloom, 1991). Another more recent view, however, is that acquisition is influenced by the relative frequency with which children hear particular wh-words and verbs in their input (e.g. Rowland & Pine, 2000). In the present study over 300 hours of naturalistic data from twelve two- to three-year-old children and their mothers were analysed in order to assess the relative contribution of complexity and input frequency to wh-question acquisition. The analyses revealed, first, that the acquisition order of wh-questions could be predicted successfully from the frequency with which particular wh-words and verbs occurred in the children's input and, second, that syntactic and semantic complexity did not reliably predict acquisition once input frequency was taken into account. These results suggest that the relationship between acquisition and complexity may be a by-product of the high correlation between complexity and the frequency with which mothers use particular wh-words and verbs. We interpret the results in terms of a constructivist view of language acquisition.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Multidimensional Anxiety and Content-specificity Effects in Preferential Processing of Threat

2003 ◽  
Vol 8 (4) ◽  
pp. 252-265 ◽  
Author(s):  
Manuel G. Calvo ◽  
P. Avero ◽  
M. Dolores Castillo ◽  
Juan J. Miguel-Tobal
Keyword(s):  
Selective Attention ◽  
Cognitive Biases ◽  
Naming Task ◽  
Color Naming ◽  
Memory Bias ◽  
Ego Threat ◽  
Phobic Anxiety ◽  
Relative Contribution ◽  
Content Specificity ◽  
Specificity Effects

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.

Thoracic duct lymph. Relative contribution from splanchnic and muscle tissue

Diabetes ◽  
1993 ◽  
Vol 42 (5) ◽  
pp. 720-731 ◽  
Author(s):  
G. M. Steil ◽  
M. A. Meador ◽  
R. N. Bergman
Keyword(s):  
Muscle Tissue ◽  
Thoracic Duct ◽  
Thoracic Duct Lymph ◽  
Relative Contribution ◽  
Duct Lymph

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

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