scholarly journals Learning embedded verb placement in Norwegian: Evidence for early overgeneralization

2021 ◽  
pp. 1-22
Author(s):  
Tina Ringstad ◽  
Dave Kush
Keyword(s):  
Verb Placement

Other Romance varieties

2018 ◽  
Author(s):  
Norma Schifano
Keyword(s):  
Brazilian Portuguese ◽  
Subjunctive Conditional ◽  
Auxiliary Verbs ◽  
European Portuguese ◽  
Verb Placement ◽  
Selection Of

Chapter 3 extends the investigation of verb placement to other Romance varieties, in order to expand the macro- and micro-typologies identified in Chapter 2. It starts with a description of the placement of the present indicative verb across a selection of varieties of French, Romanian, Spanish, Catalan, European Portuguese, and Brazilian Portuguese. Following the methodology of Chapter 2, the remainder of the discussion is devoted to the description of cases of microvariation attested across the varieties above, which emerge once a selection of structural and interpretative distinctions are considered, such as lexical and auxiliary verbs, ‘have’ and ‘be’ auxiliaries, finite and non-finite verbs (cf. participle and infinitive), as well as a selection of modally, temporally, and aspectually marked forms (e.g. subjunctive, conditional, past, future, imperfect).

Romance varieties of the Italian peninsula

2018 ◽  
Author(s):  
Norma Schifano
Keyword(s):  
Subjunctive Conditional ◽  
Auxiliary Verbs ◽  
Italian Peninsula ◽  
Verb Placement ◽  
Southern Regional ◽  
Selection Of

Chapter 2 investigates the differing patterns of verb placement attested across a selection of varieties of the Italian peninsula. After a description of the placement of the present indicative verb in the northern, central, and southern regional varieties of Italian, as well as in a selection of northern, central, upper southern, extreme southern, and Sardinian dialects, a macro-typology of verb placement in the Italian peninsula is drawn. The rest of the chapter is devoted to the description of the microvariation attested across the above varieties which emerges once different verb typologies are considered, such as lexical and auxiliary verbs, ‘have’ and ‘be’ auxiliaries, finite and non-finite verbs (cf. participle and infinitive), as well as a selection of modally, temporally, and aspectually marked forms (e.g. subjunctive, conditional, past, future, imperfect).

scholarly journals Cues and economy in the acquisition of verb movement

Nordlyd ◽  
10.7557/12.63 ◽  
2005 ◽  
Vol 32 (1) ◽  
Author(s):  
Kristine Bentzen
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
First Language Acquisition ◽  
Verb Movement ◽  
Movement Parameter ◽  
Verb Placement ◽  
Traditional Sense

In this paper we will discuss how economy principles interact with cues in the input in bilingual first language acquisition. We will look at the acquisition of verb placement in a child acquiring English and Norwegian simultaneously. Based on data from this child, it will be argued that when faced with ambiguous cues with respect to the verb movement parameter, children do not necessarily adopt the default, less marked setting. Rather, they may opt for a setting which yields an overall consistent grammar, even when this grammar contains operations that are more costly than those used in the target language. We will suggest that economy in acquisition may involve consistency in a grammar in correlation with economy in the more traditional sense within minimalism, where moving an element in general is considered more costly than not moving it (Chomsky 1995).

The role of ambiguity in child errors

2020 ◽  
pp. 810-834
Author(s):  
Isaac Gould
Keyword(s):  
Cognitive Bias ◽  
Learning Model ◽  
Prima Facie ◽  
Developmental Trajectory ◽  
Swiss German ◽  
Parameter Interaction ◽  
Verb Placement ◽  
German Children ◽  
Principled Account

This chapter compares two contrasting approaches to accounting for the verb placement errors in child Swiss German that are described in Schönenberger (2001). The first is a learning model that captures the errors because it both learns from ambiguous input and has a rich hypothesis space of interacting parameters (Gould 2017). The second captures the errors instead by means of a cognitive bias early in development, namely a heuristic for Dependency Length Minimization (DLM) (cf. Futrell et al. 2015). The latter approach is notable in that it (a) does not rely on learning from ambiguous input to capture child errors (cf. Sakas and Fodor 2001), (b) offers a prima facie simpler way of capturing the errors, and (c) is novel in applying DLM to account for child errors. Nevertheless, closer investigation shows that a DLM-based model does not provide a principled account of the children’s developmental trajectory and is clearly not any simpler than the alternative. Further, there is some reason to think more generally that DLM does not play a role in the development of the Swiss German children during the course of Schönenberger’s study. In contrast, an approach based on parameter interaction does provide the desired principled account. This comparison provides support for a non-biased learning model that has parameter interaction and learns from ambiguous input.

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