Showing papers on "Antecedent (grammar) published in 1979"
TL;DR: This paper showed that reflexive pronouns and their antecedents must be clausemates in English, and that for any two coreferential pronouns within the same clause, the second of them is a reflexive pronoun.
Abstract: At first glance Reflexivization in Italian seems to obey the same restrictions we find in English. Thus, if we consider the proposal that reflexive pronouns and their antecedents must be clausemates in English, we find in Italian that the same clausemate condition holds and that for any two coreferential pronouns within the same clause, the second of them is a reflexive pronoun. If, on the other hand, we consider the proposal that a reflexive pronoun and its antecedent may be indefinitely far apart provided that certain circumstances are not present, such as an intervening specified subject or the reflexive's being in a tensed S to which the antecedent does not belong (as in Chomsky (1973)), again the same conditions hold for Italian Reflexivization; as illustrated in (I)–(3).
22 citations
TL;DR: Used a cluster analytic procedure to describe mental illness and typed into seven antecedent and seven symptom types according to their patterns of scores over these dimensions.
Abstract: Used a cluster analytic procedure to describe mental illness. Data for 2,600 mental patients from a research record system were clustered into six symptom and four antecedent dimensions. The patients were typed into seven antecedent and seven symptom types according to their patterns of scores over these dimensions. The types were related to diagnostic data, the antecedent and symptom dimensions, impairment ratings, outcomes and biodata. Significant relationships of the types with all the classes of data are reported. The relationships of the types with four diagnostic classes and the merits of typing as a means of defining mental illnesses are discussed.
2 citations
Journal Article•
TL;DR: One issue confronting any teacher of reading is the critical problem of the "match" Placing students into an appropriate difficulty level of reading material seems to be an important antecedent of effective reading instruction as discussed by the authors.
Abstract: One issue confronting any teacher of reading is the critical problem of the “match” Placing students into an appropriate difficulty level of reading material seems to be an important antecedent of effective reading instruction Chall and Feldman (1966) explain that teachers’ abilities to select appropriate reading materials for children vary and that the accuracy of these selections has a definite effect on achievement TEACHERS' ABILITIES TO JUDGE THE DIFFICUl TV OF READING MATERIALS
1 citations