Jeffrey Lidz

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Studies under the heading "syntactic bootstrapping" have demonstrated that syntax guides young children's interpretations during verb learning. We evaluate two hypotheses concerning the origins of syntactic bootstrapping effects. The "universalist" view, holding that syntactic bootstrapping falls out from universal properties of the syntax-semantics(More)
Children have repeatedly been found to exhibit Principle B violations, with some reports that these violations occur only with nonquantified antecedents. This quantificational asymmetry (QA) in the delay of Principle B effect (DPBE) has been taken as support for a theory that restricts the scope of binding theory to bound variable anaphora (Reinhart 1983).(More)
This paper proposes and defends an Interface Transparency Thesis concerning how linguistic meanings are related to the cognitive systems that are used to evaluate sentences for truth/falsity: a declarative sentence S is semantically associated with a canonical procedure for determining whether S is true (cf. Dummett 1973, Horty 2007); and while this(More)
Generative linguistic theory stands on the hypothesis that grammar cannot be acquired solely on the basis of an analysis of the input, but depends, in addition, on innate structure within the learner to guide the process of acquisition. This hypothesis derives from a logical argument, however, and its consequences have never been examined experimentally(More)
The current experiments address several concerns, both empirical and theoretical in nature, that have surfaced within the verb learning literature. They begin to reconcile what, until now, has been a large and largely unexplained gap between infants' well-documented ability to acquire verbs in the natural course of their lives and their rather surprising(More)
This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents(More)
Can infants use the syntactic context of an unknown word to infer that it is a verb, and thus refers to an action? Twenty-three-month-old French infants watching a moving object were taught novel verbs, within sentences that contained only function words (e.g. “il poune par là” / “it’s pooning there”). Infants then watched two instances of the object(More)
It has been well established that there exist systematic relationships between the way that we categorize events and the way that we describe them, and that these relationships have considerable effects on language processing and acquisition. The theory of syntactic bootstrapping, in particular, is based on the hypothesis that language learners can use(More)
We present data showing that, unlike other long-distance anaphors widely documented in the literature, the Portuguese ele próprio is not subjectoriented. This supports a reformulation of Principle Z, encompassing subject-oriented and non subject-oriented long-distance anaphors, which shows up as the fourth binding principle. The striking internal congruence(More)