Henriette Hendriks

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The aim of this study is to determine universal vs. language-specific aspects of children's ability to organize cohesive anaphoric relations in discourse. Analyses examine narratives produced on the basis of two picture sequences by subjects of four ages (preschoolers, seven-year-olds, ten-year-olds, adults) in four languages: English (n = 80), German (n =(More)
Languages vary considerably in how they representmotion. Onemajor source of variation (Talmy, 2000) depends on whether linguistic systems lexicalize path in the verb (verb-framed languages) or in satellites (satellite-framed languages). This typological difference involves more than different verb types in that it also affects elements outside the verb. The(More)
The acquisition of reference involves both morphosyntax and pragmatics. This study investigates whether Dutch, English and French twoto three-year-old children differentiate in their use of determiners between non-specific/specific reference, newness/givenness in discourse and mutual/no mutual knowledge between interlocutors. A brief analysis of the input(More)
Linguistic systems encode spatial information in strikingly different ways. Talmy (2000) classified languages into two families depending on whether they are verb-framed (e.g. Romance) vs. satellite-framed (e.g. Germanic). However, some languages seem harder to fit into these two categories, e.g. serial-verb languages have been described as ‘equipollent’(More)
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