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105. The Sign of the V

Author

Christensen, Ken Ramshøj; Aarhus Universitet, Jørgensen, Henrik; Aarhus Universitet, Wood, Johanna; Aarhus Universitet, Anderssen, Merete; UiT The Arctic University of Norway, Alexiadou, Artemis; Humboldt University of Berlin & Leibniz-ZAS, Lohndal, Terje; NTNU Norwegian University of Science and Technology & UiT The Arctic University of Norway, Arboe, Torben; Aarhus University, Birkelund, Merete; Aarhus University, Bohn, Ocke-Schwen; Aarhus University, Christensen, Ken Ramshøj; Aarhus University, Nyvad, Anne Mette; Aarhus University, Christensen, Tanya Karoli; University of Copenhagen, Cinque, Guglielmo; Ca’ Foscari University, Venice, Fernández, Susana Silvia; Aarhus University, Kjærgaard, Hanne Wacher; Aarhus University, Haegeman, Liliane; DiaLing: Ghent University, Haider, Hubert; University of Salzburg, Hejná, Míša; Aarhus University, Holmberg, Anders; Newcastle University, Kurki, Klaus; University of Turku, Horslund, Camilla Søballe; University of Amsterdam, Jensen, Per Anker; Copenhagen Business School, Johnsen, Kyle; University of Massachusetts at Amherst, Jónsson, Jóhannes Gísli; University of Iceland (Háskóli Íslands), Jørgensen, Henrik; Aarhus University, Kizach, Johannes, Klingvall, Eva; Lund University, Heinat, Fredrik; Linnæus University, Krogh, Steffen; Aarhus Universitet, Petersen, Kathrine Thisted; Aarhus Universitet, Müller, Gereon; Universität Leipzig, Nguyen, Michael Hai; Aarhus University, Ehlers, Katrine Rosendal; Aarhus University, Rasmussen, Sidsel Holm; Aarhus University, Tornbo, Helle Kaalund; Aarhus University, Rizzi, Luigi; University of Geneva & University of Siena, Robbe, Joost Roger; Aarhus University, Saddy, Douglas; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sloan, Kelly; Henley Business School, Krivochen, Diego; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sells, Peter; University of York, Pineda, Anna; Universitat Pompeu Fabra, Barcelona, Sheehan, Michelle; Anglia Ruskin University, Sigurðsson, Halldór Ármann; Lund University, Thráinsson, Höskuldur; University of Iceland, Togeby, Ole; Aarhus University, Vangsnes, Øystein A.; UiT The Arctic University of Norway & Western Norway University of Applied Sciences, Vogel, Ralf; University of Bielefeld, Westergaard, Marit; UiT The Arctic University of Norway, Widell, Peter; Aarhus University, Harder, Peter; University of Copenhagen, Wood, Johanna; Aarhus University, Christensen, Ken Ramshøj; Aarhus Universitet, Jørgensen, Henrik; Aarhus Universitet, Wood, Johanna; Aarhus Universitet, Anderssen, Merete; UiT The Arctic University of Norway, Alexiadou, Artemis; Humboldt University of Berlin & Leibniz-ZAS, Lohndal, Terje; NTNU Norwegian University of Science and Technology & UiT The Arctic University of Norway, Arboe, Torben; Aarhus University, Birkelund, Merete; Aarhus University, Bohn, Ocke-Schwen; Aarhus University, Christensen, Ken Ramshøj; Aarhus University, Nyvad, Anne Mette; Aarhus University, Christensen, Tanya Karoli; University of Copenhagen, Cinque, Guglielmo; Ca’ Foscari University, Venice, Fernández, Susana Silvia; Aarhus University, Kjærgaard, Hanne Wacher; Aarhus University, Haegeman, Liliane; DiaLing: Ghent University, Haider, Hubert; University of Salzburg, Hejná, Míša; Aarhus University, Holmberg, Anders; Newcastle University, Kurki, Klaus; University of Turku, Horslund, Camilla Søballe; University of Amsterdam, Jensen, Per Anker; Copenhagen Business School, Johnsen, Kyle; University of Massachusetts at Amherst, Jónsson, Jóhannes Gísli; University of Iceland (Háskóli Íslands), Jørgensen, Henrik; Aarhus University, Kizach, Johannes, Klingvall, Eva; Lund University, Heinat, Fredrik; Linnæus University, Krogh, Steffen; Aarhus Universitet, Petersen, Kathrine Thisted; Aarhus Universitet, Müller, Gereon; Universität Leipzig, Nguyen, Michael Hai; Aarhus University, Ehlers, Katrine Rosendal; Aarhus University, Rasmussen, Sidsel Holm; Aarhus University, Tornbo, Helle Kaalund; Aarhus University, Rizzi, Luigi; University of Geneva & University of Siena, Robbe, Joost Roger; Aarhus University, Saddy, Douglas; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sloan, Kelly; Henley Business School, Krivochen, Diego; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sells, Peter; University of York, Pineda, Anna; Universitat Pompeu Fabra, Barcelona, Sheehan, Michelle; Anglia Ruskin University, Sigurðsson, Halldór Ármann; Lund University, Thráinsson, Höskuldur; University of Iceland, Togeby, Ole; Aarhus University, Vangsnes, Øystein A.; UiT The Arctic University of Norway & Western Norway University of Applied Sciences, Vogel, Ralf; University of Bielefeld, Westergaard, Marit; UiT The Arctic University of Norway, Widell, Peter; Aarhus University, Harder, Peter; University of Copenhagen, and Wood, Johanna; Aarhus University

Abstract

‘The Sign of the V’ is a festschrift in honour of Sten Vikner, written by friends, colleagues, and collaborators, present and past, to celebrate both his 60th birthday and his contribution to the field of linguistics. The papers cover a wide range of topics in theoretical and empirical linguistic research, from phonetics and phonology, through morphology, semantics, and syntax, to pragmatics, as well as language acquisition, second-language learning, language processing, language teaching, language contact, historical linguistics, and language variation and change. Many different languages are featured, including the Scandinavian languages (i.e. Danish, Faroese, Icelandic, Norwegian and Swedish), Catalan, Dutch, English, Finnish, West Flemish, French, German, Greek, Italian, Scots, and Yiddish. The scope and depth of the chapters in this anthology is a clear indication of the scope and depth of Sten Vikner’s own comparative research well as his impact on the field of linguistics.

Published
2019

106. The Sign of the V: Papers in Honour of Sten Vikner

Author

Christensen, Ken Ramshøj; Aarhus Universitet, Jørgensen, Henrik; Aarhus Universitet, Wood, Johanna; Aarhus Universitet, Anderssen, Merete; UiT The Arctic University of Norway, Alexiadou, Artemis; Humboldt University of Berlin & Leibniz-ZAS, Lohndal, Terje; NTNU Norwegian University of Science and Technology & UiT The Arctic University of Norway, Arboe, Torben; Aarhus University, Birkelund, Merete; Aarhus University, Bohn, Ocke-Schwen; Aarhus University, Christensen, Ken Ramshøj; Aarhus University, Nyvad, Anne Mette; Aarhus University, Christensen, Tanya Karoli; University of Copenhagen, Cinque, Guglielmo; Ca’ Foscari University, Venice, Fernández, Susana Silvia; Aarhus University, Kjærgaard, Hanne Wacher; Aarhus University, Haegeman, Liliane; DiaLing: Ghent University, Haider, Hubert; University of Salzburg, Hejná, Míša; Aarhus University, Holmberg, Anders; Newcastle University, Kurki, Klaus; University of Turku, Horslund, Camilla Søballe; University of Amsterdam, Jensen, Per Anker; Copenhagen Business School, Johnsen, Kyle; University of Massachusetts at Amherst, Jónsson, Jóhannes Gísli; University of Iceland (Háskóli Íslands), Jørgensen, Henrik; Aarhus University, Kizach, Johannes, Klingvall, Eva; Lund University, Heinat, Fredrik; Linnæus University, Krogh, Steffen; Aarhus Universitet, Petersen, Kathrine Thisted; Aarhus Universitet, Müller, Gereon; Universität Leipzig, Nguyen, Michael Hai; Aarhus University, Ehlers, Katrine Rosendal; Aarhus University, Rasmussen, Sidsel Holm; Aarhus University, Tornbo, Helle Kaalund; Aarhus University, Rizzi, Luigi; University of Geneva & University of Siena, Robbe, Joost Roger; Aarhus University, Saddy, Douglas; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sloan, Kelly; Henley Business School, Krivochen, Diego; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sells, Peter; University of York, Pineda, Anna; Universitat Pompeu Fabra, Barcelona, Sheehan, Michelle; Anglia Ruskin University, Sigurðsson, Halldór Ármann; Lund University, Thráinsson, Höskuldur; University of Iceland, Togeby, Ole; Aarhus University, Vangsnes, Øystein A.; UiT The Arctic University of Norway & Western Norway University of Applied Sciences, Vogel, Ralf; University of Bielefeld, Westergaard, Marit; UiT The Arctic University of Norway, Widell, Peter; Aarhus University, Harder, Peter; University of Copenhagen, Wood, Johanna; Aarhus University, Christensen, Ken Ramshøj; Aarhus Universitet, Jørgensen, Henrik; Aarhus Universitet, Wood, Johanna; Aarhus Universitet, Anderssen, Merete; UiT The Arctic University of Norway, Alexiadou, Artemis; Humboldt University of Berlin & Leibniz-ZAS, Lohndal, Terje; NTNU Norwegian University of Science and Technology & UiT The Arctic University of Norway, Arboe, Torben; Aarhus University, Birkelund, Merete; Aarhus University, Bohn, Ocke-Schwen; Aarhus University, Christensen, Ken Ramshøj; Aarhus University, Nyvad, Anne Mette; Aarhus University, Christensen, Tanya Karoli; University of Copenhagen, Cinque, Guglielmo; Ca’ Foscari University, Venice, Fernández, Susana Silvia; Aarhus University, Kjærgaard, Hanne Wacher; Aarhus University, Haegeman, Liliane; DiaLing: Ghent University, Haider, Hubert; University of Salzburg, Hejná, Míša; Aarhus University, Holmberg, Anders; Newcastle University, Kurki, Klaus; University of Turku, Horslund, Camilla Søballe; University of Amsterdam, Jensen, Per Anker; Copenhagen Business School, Johnsen, Kyle; University of Massachusetts at Amherst, Jónsson, Jóhannes Gísli; University of Iceland (Háskóli Íslands), Jørgensen, Henrik; Aarhus University, Kizach, Johannes, Klingvall, Eva; Lund University, Heinat, Fredrik; Linnæus University, Krogh, Steffen; Aarhus Universitet, Petersen, Kathrine Thisted; Aarhus Universitet, Müller, Gereon; Universität Leipzig, Nguyen, Michael Hai; Aarhus University, Ehlers, Katrine Rosendal; Aarhus University, Rasmussen, Sidsel Holm; Aarhus University, Tornbo, Helle Kaalund; Aarhus University, Rizzi, Luigi; University of Geneva & University of Siena, Robbe, Joost Roger; Aarhus University, Saddy, Douglas; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sloan, Kelly; Henley Business School, Krivochen, Diego; University of Reading, Centre for Integrative Neuroscience and Neurodynamics, Sells, Peter; University of York, Pineda, Anna; Universitat Pompeu Fabra, Barcelona, Sheehan, Michelle; Anglia Ruskin University, Sigurðsson, Halldór Ármann; Lund University, Thráinsson, Höskuldur; University of Iceland, Togeby, Ole; Aarhus University, Vangsnes, Øystein A.; UiT The Arctic University of Norway & Western Norway University of Applied Sciences, Vogel, Ralf; University of Bielefeld, Westergaard, Marit; UiT The Arctic University of Norway, Widell, Peter; Aarhus University, Harder, Peter; University of Copenhagen, and Wood, Johanna; Aarhus University

Abstract

‘The Sign of the V’ is a festschrift in honour of Sten Vikner, written by friends, colleagues, and collaborators, present and past, to celebrate both his 60th birthday and his contribution to the field of linguistics. The papers cover a wide range of topics in theoretical and empirical linguistic research, from phonetics and phonology, through morphology, semantics, and syntax, to pragmatics, as well as language acquisition, second-language learning, language processing, language teaching, language contact, historical linguistics, and language variation and change. Many different languages are featured, including the Scandinavian languages (i.e. Danish, Faroese, Icelandic, Norwegian and Swedish), Catalan, Dutch, English, Finnish, West Flemish, French, German, Greek, Italian, Scots, and Yiddish. The scope and depth of the chapters in this anthology is a clear indication of the scope and depth of Sten Vikner’s own comparative research well as his impact on the field of linguistics., ‘The Sign of the V’ is a festschrift in honour of Sten Vikner, written by friends, colleagues, and collaborators, present and past, to celebrate both his 60th birthday and his contribution to the field of linguistics. The papers cover a wide range of topics in theoretical and empirical linguistic research, from phonetics and phonology, through morphology, semantics, and syntax, to pragmatics, as well as language acquisition, second-language learning, language processing, language teaching, language contact, historical linguistics, and language variation and change. Many different languages are featured, including the Scandinavian languages (i.e. Danish, Faroese, Icelandic, Norwegian and Swedish), Catalan, Dutch, English, Finnish, West Flemish, French, German, Greek, Italian, Scots, and Yiddish. The scope and depth of the chapters in this anthology is a clear indication of the scope and depth of Sten Vikner’s own comparative research well as his impact on the field of linguistics.

Published
2019

108. The Acquisition of Tense, Modal and Aspect markers in Jamaican Creole

Author

De Lisser, Tamirand Nnena, Durrlemann, Stéphanie, Shlonsky, Ur, and Rizzi, Luigi

Subjects
Acquisition of modals, Jamaican Creole, ddc:150, Creole languages, Jamaican Creole, tense, modal, aspect, cartography, full competence, generative grammar, ddc:410, Language acquisition, Acquisition of tense
Abstract

This work offers an analysis of the development of Tense, Modal and Aspect (TMA) markers as observed in the spontaneous speech of 6 children acquiring Jamaican Creole (JC). In JC, TMA markers overtly show a rich functional hierarchy, which is generally found across creole languages, and is arguably universal. The analyses detail how this functional structure is acquired, revealing that children are knowledgeable of the rules governing TMA combinations and do not entertain target-inconsistent orders. This suggests that children are aware of the articulate cartographic hierarchy as attested in the target language. Additionally, we note that the distribution of the markers in child production is skewed in the same direction as in the input data; however, differences between children's productions as compared to their linguistic environment provide evidence that input alone cannot account for the development of TMA markers in child production

Published
2017
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109. Uniqueness of left peripheral focus, 'further explanation', and Int

Author

Rizzi, Luigi

Abstract

In this paper I would like to address the uniqueness of the focus position in the left periphery of the clause and the fixed order of focus with respect to Int, the left-peripheral position hosting interrogative complementizers corresponding to English \emph{if}, Italian \emph{se}, etc. \citep{Rizzi2001}. Such properties may be amenable to “further explanations” in terms of principles applying at the interfaces of the syntactic component, or in terms of locality principles directly operating on syntactic computations. I will discuss the interplay between these two modes of explanation in the cases at issue, and will briefly explore the consequences of this analysis for ordering constraints involving focus and certain main-clause left peripheral particles such as Sicilian \emph{chi} \citet{BianchiCruschina2016} and Finnish \emph{-ko} \citet{Holmberg2013,Holmberg2014finnishquestion}.

Published
2017
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121. Abstract knowledge of word order by 19 months: An eye-tracking study

Author

FRANCK, JULIE, MILLOTTE, SEVERINE, POSADA, ANDRES, RIZZI, LUIGI, FRANCK, JULIE, MILLOTTE, SEVERINE, POSADA, ANDRES, and RIZZI, LUIGI

Abstract

Word order is one of the earliest aspects of grammar that the child acquires, because her early utterances already respect the basic word order of the target language. However, the question of the nature of early syntactic representations is subject to debate. Approaches inspired by formal syntax assume that the head-complement order, differentiating verb-object and object-verb languages, is represented very early on in an abstract, rulelike format. In contrast, constructivist theories assume that it is initially encoded as lexicalized, verb-specific knowledge. In order to address this issue experimentally, we combined the preferential looking paradigm using pseudoverbs with the weird word order paradigm adapted to comprehension. The results, based on highly reliable, coder-independent eye-tracking measures, provide the first direct evidence that as early as 19 months French-speaking infants have an abstract representation of the word order of their language

Published
2017

122. Notes on cartography and further explanation

Author

Rizzi, Luigi and Rizzi, Luigi

Abstract

This article addresses one particular aspect of the cartographic enterprise, the cartographic study of the left periphery of the clause, the system of criteria, and the "syntacticisation” of scope-discourse semantics that rich and detailed syntactic maps make possible. I will compare this theoretical option with the conceivable alternative, the "pragmaticization” of a radically impoverished syntax, and will discuss some simple kinds of empirical evidence bearing on the choice between these alternative perspectives. I will then turn to the issue of whether the properties of the functional sequence (ordering, cooccurrence restrictions) are amenable to "further explanations” in terms of more basic principles constraining linguistic computations. I will argue that the search for deeper explanations is an integral part of the cartographic endeavour: it presupposes the establishment of reliable maps, and nourishes the pursuit of further cartographic questions. I will conclude by illustrating the issue of further explanation by comparing certain properties of topicalization in English and Italian, in particular the fact that DP topics are fundamentally unique in English, while they can be freely reiterated in Italian. This pattern can be plausibly traced back to intervention locality, once certain independent properties distinguishing Italian and English topicalization are taken into account

Published
2017

123. The acquisition of pronouns by French children: A parallel study of production and comprehension

Author

ZESIGER, PASCAL, ZESIGER, LAURENCE CHILLIER, ARABATZI, MARINA, BARANZINI, LARA, CRONEL-OHAYON, STÉPHANY, FRANCK, JULIE, FRAUENFELDER, ULRICH HANS, HAMANN, CORNELIA, RIZZI, LUIGI, ZESIGER, PASCAL, ZESIGER, LAURENCE CHILLIER, ARABATZI, MARINA, BARANZINI, LARA, CRONEL-OHAYON, STÉPHANY, FRANCK, JULIE, FRAUENFELDER, ULRICH HANS, HAMANN, CORNELIA, and RIZZI, LUIGI

Abstract

This study examines syntactic and morphological aspects of the production and comprehension of pronouns by 99 typically developing French-speaking children aged 3 years, 5 months to 6 years, 5 months. A fine structural analysis of subject, object, and reflexive clitics suggests that whereas the object clitic chain crosses the subject chain, the reflexive clitic chain is nested within it. We argue that this structural difference introduces differences in processing complexity, chain crossing being more complex than nesting. In support of this analysis, both production and comprehension experiments show that children have more difficulty with object than with reflexive clitics (with more omissions in production and more erroneous judgments in sentences involving Principle B in comprehension). Concerning the morphological aspect, French subject and object pronouns agree in gender with their referent. We report serious difficulties with pronoun gender both in production and comprehension in children around the age of 4 (with nearly 30% errors in production and chance level judgments in comprehension), which tend to disappear by age 6. The distribution of errors further suggests that the masculine gender is processed as the default value. These findings provide further insights into the relationship between comprehension and production in the acquisition process

Published
2017

128. The Acquisition of Jamaican Creole: A Research Project

Author

De Lisser, Tamirand Nnena, Durrlemann, Stéphanie, Rizzi, Luigi, and Shlonsky, Ur

Subjects
Jamaican Creole, ddc:150, ddc:410, Language acquisition, Syntax, Research methods
Abstract

This article describes a research project aimed at filling the gap in syntactic research on language acquisition, in the area of creole languages. For too long acquisitionists have ignored the domain of creole languages, and as such the time is ripe for the present research. The purpose of this paper is to present an outline of the research project entitled ‘The Acquisition of Jamaican Creole Syntax: A corpus -based study of early parameter setting', funded by the Swiss National Science Foundation grant 100015_131793/1. The goal of this project is to provide an extensive descriptive analysis of early production in the development of grammatical representations of children acquiring Jamaican Creole (JC). In addition, not only will this project contribute to scientific knowledge, but it may be applicable to well needed developments in early childhood education and language remediation in Jamaica and its diaspora. Additionally, the present project will provide an accessible database for further study of the Jamaican language.

Published
2014

134. The discovery of language invariance and variation, and its relevance for the cognitive sciences

Author

Rizzi, Luigi

Subjects
Language instruction -- Methods, Language instruction -- Observations, Language and languages -- Educational aspects, Psychology and mental health
Abstract

Modern linguistics has highlighted the fundamental invariance of human language: A rich invariant structure has emerged from comparative studies nourished by sophisticated formal models; languages also differ along important dimensions, but variation is constrained in severe and systematic ways. I illustrate dais research direction in the domains of island constraints, word order restrictions, and the expression of referential dependencies. Both language invariance and language variability within systematic limits are highly relevant for the cognitive sciences. doi:10.1017/S0140525X09990574

Published
2009

147. A Syntactic Analysis of Interference in Subject–Verb Agreement

Author

Franck, Julie, Frauenfelder, Ulrich Hans, and Rizzi, Luigi

Subjects
ddc:150
Abstract

The research presented uses theoretical constructs of formal syntax as tools to capture performance data in agreement production. The phenomenon examined is interference in subject–verb agreement. A general overview of our experimental findings which highlights the different syntactic factors involved in interference is provided. A fine-grained characterization of the hierarchical structure is presented that involves 1) the structural definition of intervention, 2) the distinction between precedence and ccommand, 3) the role of intermediate traces, and 4) the role of subject movement. New data are presented that fit the theoretically motivated gradient of computational complexity proposed (Franck et al. 2006).

Published
2007

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