000			04563cam a2200445Ii 4500
001			ocn875095769
003			OCoLC
005			20240726104713.0
008			140329s2014 enk ob 001 0 eng d
040			_aEBLCP _beng _erda _cEBLCP _dOCLCO _dNT
020			_a9781139921749 _q((electronic)l(electronic)ctronic)
020			_a9781139910002 _q((electronic)l(electronic)ctronic)
050	0	4	_aP325 _b.A278 2014
049			_aNTA
100	1		_aBecker, Misha Karen, _d1973- _e1
245	1	0	_aThe acquisition of syntactic structure _banimacy and thematic alignment / _cMisha Becker.
260			_aCambridge : _bCambridge University Press, _c(c)2014.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aCambridge Studies in Linguistics
504			_a2
505	0	0	_aCover; Half Title; Series Page; Title Page; Imprints; Contents; List of figures; List of tables; Acknowledgements; 1 Introduction; 2 syntax of displacing and non-displacing predicates; 2.1 Raising-to-subject and subject control; 2.1.1 The structure of raising; 2.1.2 The structure of control; 2.1.3 Raising-to-object and object control: expect vs. persuade; 2.2 Tough-constructions; 2.2.1 Structure of tough-constructions; 2.2.2 Related constructions; 2.2.3 Structure of control adjective constructions; 2.3 Unaccusatives and unergatives; 2.3.1 A semantically-driven syntactic distinction
505	0	0	_a2.3.2 Formal representations of unaccusativity2.4 Passive; 2.4.1 Structure of passive; 2.4.2 A different displacing predicate; 2.5 The learning problem; 3 Argument hierarchies; 3.1 The Animacy Hierarchy; 3.1.1 Linguistic effects of animacy: morphosyntax and argument structure; 3.1.2 Animacy, agency, degree of control, and teleological capability; 3.2 The Thematic Hierarchy; 3.2.1 A brief history of thematic roles; 3.2.2 Formal accounts of thematic role assignment; 3.3 Animacy and thematic roles in opaque constructions; 3.3.1 Raising constructions across languages
505	0	0	_a3.3.2 Tough-constructions across languages3.4 Properties of derived subjects; 3.4.1 Argument structure universals, and the ``problem'' of ergativity; 3.5 A learning procedure; 3.6 Summary; 4 Animacy and adult sentence processing; 4.1 Relative clauses; 4.1.1 Reduced relative clauses; 4.1.2 Subject vs. object relative clauses; 4.2 Processing of raising and control; 4.2.1 Sentence completion; 4.2.2 Novel verb learning; 4.3 Psycholinguistic effects of animacy on production of the passive; 4.4 Summary; 5 Animacy and children's language; 5.1 Development of the animacy concept
505	0	0	_a5.1.1 Featural properties of animates5.1.2 Behavioral properties of animates; 5.1.3 Intentional properties of animates; 5.1.4 Further conceptual change; 5.1.5 Agency; 5.1.6 Summary; 5.2 Children's use of animacy in learning argument structure; 5.2.1 The power and limitations of semantic bootstrapping; 5.2.2 The power and limitations of Syntactic Bootstrapping; 5.3 Children's acquisition of displacing predicates; 5.3.1 Acquisition of raising and control; 5.3.2 Acquisition of tough-constructions; 5.3.3 Acquisition of unaccusatives; 5.3.4 Animacy and the acquisition of the passive; 5.4 Summary
505	0	0	_a6 Modeling the acquisition of displacing predicates6.1 Displacing predicates in the input to children; 6.2 Computational modeling of language acquisition; 6.2.1 Learning as generalization; 6.2.2 Restricting the hypothesis space; 6.3 Hierarchical Bayesian Models; 6.3.1 A model of learning raising and control; 6.3.2 A model of learning tough-constructions; 6.3.3 A model of learning unaccusatives and unergatives; 6.4 Summary of modeling results; 7 Conclusions and origins; 7.1 Origins of knowledge of the animacy distinction; 7.2 Origins of knowledge of linguistic animacy and displacing predicates
500			_a7.3 Further questions
520	0		_aThis book explains how children's early ability to distinguish between animate and inanimate nouns helps them acquire complex sentence structure.
530			_a2 _ub
650		0	_aFrames (Linguistics)
650		0	_aLinguistics.
655		1	_aElectronic Books.
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=711605&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hP.. _m2014 _QOL _R _x _8NFIC _2LOC
994			_a02 _bNT
999			_c75418 _d75418
902			_a1 _bCynthia Snell _c1 _dCynthia Snell