Comprehension of Discourse-Linked and Non-Discourse-Linked Questions by Children and Broca's Aphasics

A characterization of verb use in Turkish agrammatic narrative speech

“…a 'specific set' at the level of discourse) while a non-past tense does not require such a linking relationship. Consistently, Avrutin (2000Avrutin ( , 2006 showed that discourse-linked structures, such as which-NP questions, are more impaired in agrammatic aphasia than non-discourse-linked ones. Integrating Zagona's and Avrutin's perspectives, Bastiaanse et al (2011) showed that reference to the past, not only through tense, but also through grammatical morphology (including aspectual adverbs), is difficult for agrammatic speakers.…”

“…We believe that the common denominator here is that the verb forms for which discourse linking is required are difficult. This is because referring to past needs to be parsed by discourse syntax, which is hard for agrammatic speakers (Avrutin, 2000(Avrutin, , 2006Bastiaanse et al, 2011;Bos & Bastiaanse, 2014).…”

Children Seem to Know Raising: Raising and Intervention in Child Language

“…Object relative: the boy that the girl kissed _ This phenomenon has been referred to as an intervention effect (Belletti & Rizzi, forthcoming;Friedmann et al, 2009) because the difficulty associated with it is thought to arise from the presence of a noun phrase that interrupts the filler-gap dependency. This effect has also been found in other structures involving this sort of dependency, including object topicalizations (2a) and wh-questions (2b) (Avrutin, 2000;de Vincenzi et al, 1999;Friedmann & Lavi, 2006).…”

“…I propose that the difficulty associated with raising patterns in (25) is not unique to children, but is merely a reflection of the processing difficulty imposed on both adults and children in a variety of other structures, as in (26) (e.g., Avrutin, 2000;Chomsky, 1969;de Vincenzi et al, 1999;Friedmann & Costa, 2010;Friedmann & Lavi, 2006;Friedmann & Novogrodsky, 2004;McKee et al, 1998;Tavakolian, 1981).…”

“…Children (and adults) have been shown to have difficulty with structures in which an NP intervenes between a filler and the associated gap, including object relatives (15a), object topicalizations (15b), object wh-questions (15c), coordination (15d), and subject control with promise (15e) (e.g., Avrutin, 2000;Chomsky, 1969;de Vincenzi, Arduino, Ciccarelli, & Job, 1999;Friedmann, Belletti, & Rizzi, 2009;Friedmann & Costa, 2010;Friedmann & Lavi, 2006;Friedmann & Novogrodsky, 2004). e. Subject control: The boy promised the girl _ to leave.…”