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Antecedent (grammar)

About: Antecedent (grammar) is a research topic. Over the lifetime, 1392 publications have been published within this topic receiving 41824 citations.


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Journal ArticleDOI
TL;DR: The authors compared the processing of anaphor resolution for pronouns and repeated nouns and found that pronouns provide direct access to a conceptual representation of the antecedent, whereas repeated noun anaphors do so indirectly, priming a surface (lexical) level of representation as a preliminary to accessing the conceptual representation.
Abstract: Four studies contrast the processing of anaphor resolution for two types of anaphors: pronouns and repeated nouns. The studies suggest that in short discourses anaphor resolution occurs more rapidly for pronouns than repeated nouns. In particular, pronouns provide direct access to a conceptual representation of the antecedent, whereas repeated noun anaphors do so indirectly, priming a surface (lexical) level of representation as a preliminary to accessing the conceptual representation. In each study, subjects were presented with an antecedent-related probe (a modifying adjective) following two sentence discourses ending in a pronoun or repeated noun. Subjects were required to make one of three kinds of judgements about the probe word: recognition, category decision, or lexical decision. Facilitation in the category and lexical decisions was compared to indicate the relative Salitence of either conceptual or surface information about the antecedent probe. Results showed stronger facilitation in th...

93 citations

Journal ArticleDOI
01 Aug 2005-Syntax
TL;DR: A series of comprehension studies onVP-ellipsis and sluicing and the relation of syntactic and discourse processing suggest that discourse processing differs from syntactic processing, where the most accessible material is recent material found low in the syntactic tree.
Abstract: VP-ellipsis and sluicing are forms of ellipsis that can cross a sentence boundary. We present a series of comprehension studies on these forms of ellipsis to elucidate their processing and the relation of syntactic and discourse processing. One set of studies examines the hypothesis that the representation of elided material is syntactically structured. We present evidence supporting the hypothesis and tentatively attribute the effects to sharing of the structure of the antecedent constituent, with structure building or substitution of a variable for a constituent permitted if it is licensed by the syntactic principles of the language. Another set of studies tests the hypothesis that a new utterance is preferentially related to the main assertion of the preceding utterance, which is typically a constituent high in the syntactic tree. The results suggest that discourse processing differs from syntactic processing, where the most accessible material is recent material found low in the syntactic tree. A final set of studies examines the interplay of the syntactic processor, which may not violate "islands," and the discourse processor, which may, in the processing of ellipsis sentences involving islands. A novel explanation is offered for the observation (Ross 1967) that sluicing out of relative-clause islands is grammatical except when sprouting is required.

91 citations

Journal ArticleDOI
TL;DR: This article conducted a study to determine whether adult early Spanish-English bilinguals and late English-Spanish bilinguals (adult second language learners of Spanish) utilize the same antecedent assignment strategies as monolingually raised Spanish speakers, and whether early exposure to and use of Spanish confers advantages to Spanish heritage speakers relative to L2 learners.
Abstract: The position of antecedent strategy (Carminati, 2002) claims that speakers of null-subject languages prefer to resolve intrasentential anaphora by linking pro to an antecedent in the specifier of the inflection phrase and the overt pronoun to an antecedent lower in the clause. The present study has two aims: (a) to determine whether adult early Spanish-English bilinguals (Spanish heritage speakers) and late English-Spanish bilinguals (adult second language [L2] learners of Spanish) utilize the same antecedent assignment strategies as monolingually raised Spanish speakers, and (b) to determine whether early exposure to and use of Spanish confers advantages to Spanish heritage speakers relative to L2 learners. Spanish speakers raised without English contact (n = 19), Spanish heritage speakers (n = 25), and L2 learners of Spanish (n = 19) completed an offline questionnaire that comprised complex sentences such as Juan vio a Carlos mientras pro/el caminaba en la playa “John saw Charles while he was walking on the beach.” Comprehension questions probed participants’ preferences regarding the antecedent of null and overt pronouns. The results indicate that the monolingually raised Spanish speakers showed an antecedent bias, but the heritage speakers and the L2 learners did not. Furthermore, the two groups of bilinguals differed from the controls in different ways: The heritage speakers displayed a stronger subject bias for the overt pronoun, whereas the L2 learners did not exhibit any clear antecedent biases.

90 citations

Journal ArticleDOI
TL;DR: In this article, it was shown that any truth-conditional account has counterintuitive consequences, as well as clashing with the positive thesis of Adams' book, The Logic 01 Corulitionals.
Abstract: In the first part of this paper (§§ 2 and 4) I rule out the possibility of truth conditions for the indicative conditional 'If A, B' which are a truth function of A and B. In the second part (§ 6) I rule out the possibility that such a conditional has truth conditions which are not a truth function of A and B; I rule out accounts which appeal, for example, to a stronger-than-truth-functional "connection" between antecedent and consequent, which may or may not be framed in terms of a relation between possible worlds, in stating what has to be the case for 'If A, B' to be true. I conclude, therefore, that the mistake philosophers have made, in trying to understand the conditional, is to assume that its function is to make a statement about how the world is (or how other possible worlds are related to it), true or false, as the case may be. Along the way (§§ 3 and 5) I develop a positive account of what it is to believe, or to be more or less confident, that if A, B, in terms oi which an adequate logic oi conditionals can be developed. The argument against truth conditions is independent oi this positive account oi the conditional, as I show that any truth-conditional account has counterintuitive consequences, as well as clashing with my positive thesis. But the positive account prevents the paper from merely having created a paradox, or a vacuum. The paper is inspired by Ernest Adams' book, The Logic 01 Corulitionals? My positive thesis is a less technical variant

90 citations

Book
31 Oct 1996
TL;DR: In this article, Martin Agran and Carolyn Hughes discuss self-management, self-monitoring, and self-evaluation for students with disabilities, using a model project approach.
Abstract: 1. Teaching Self-Management, by Martin Agran. 2. Student-Directed Learning and Self-Determination, by Michael Wehmeyer. 3. Self-Reinforcement, by Martin Agran. 4. Goal-Setting, Self-Monitoring, and Self-Evaluation for Students with Disabilities, by Deborah J. Smith and Ron J. Nelson. 5. Permanent Antecedent Prompts, by Linda Bambara and Christine L. Cole. 6. Self-Instruction, by Carolyn Hughes. 7. Problem Solving, by Martin Agran and Carolyn Hughes. 8. Learning and Study Strategies, by Pamela J. Hudson. 9. Choice Making: Description of a Model Project, by James E. Martin and Laura Huber Marshall. 10. Epilogue, by Martin Agran. Name Index. Subject Index.

89 citations


Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20222
202159
202052
201957
201863
201762