Answering hard questions: Wh-movement across dialects and disorder

Applied Psycholinguistics

Volumn 29, Issue 1, 2008, Pages 67-103

  De Villiers, Jill ^a   Roeper, Thomas ^b   Bland Stewart, Linda ^c   Pearson, Barbara ^b  

^a SMITH COLLEGE   (United States)

^b UNIVERSITY OF MASSACHUSETTS   (United States)

^c GEORGE WASHINGTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37349121205     PISSN: 01427164     EISSN: 14691817     Source Type: Journal    
DOI: 10.1017/S0142716408080041     Document Type: Article

References (55)

1. Abdulkarim, L. (2001). Complex wh-questions and Universal Grammars: New evidence from the acquisition of negative barriers. Unpublished PhD thesis, University of Massachusetts, Amherst.
2. Bland, L. M., de Villiers, J. G., Roeper, T., Champion, T., & Seymour, H. N. (1992, November). Wh-movement in children of divergent language backgrounds. Presented at the American Speech-Language-Hearing Association Annual Meeting, San Antonio, TX.
3. Blank, M. (1976). Mastering the intangible through language. Annals of the New York Academy of Sciences, 263, 44-58.
4. Chomsky, N. (1977). On wh-movement. In P. W. Culicover, T. Wasow, & A. Akmajian (Eds.), Formal syntax (pp. 71-132). New York: Academic Press.
5. Chomsky, N. (1982). Some concepts and consequences of the theory of government and binding. Cambridge, MA: MIT Press.
6. Chomsky, N. (1986). Barriers. Cambridge, MA: MIT Press.
7. Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
8. Chomsky, N. (2004). On phases. Accessed October 1, 2006 from http://dmtr.ru/blog/omniling/
9. Coles-White, D. J., de Villiers, J. G., & Roeper, T. (2004). The emergence of barriers to wh-movement, negative concord and quantification. In A. Brugos, L. Micciulla, & C. Smith (Eds.), The proceedings of the 28th annual Boston University Conference on Language Development (pp. 98-107). Somerville, MA: Cascadilla Press.
10. Craig, H. K., Connor, C. A., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-34.
11. Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban African American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181-190.
12. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43, 366-379.
13. Craig, H. K., & Washington, J. A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech-Language Pathology, 11, 59-70.
14. Craig, H. K., Washington, J. A., & Thompson, C. A. (1998). Performances of young African American children on two comprehension tasks. Journal of Speech, Language, and Hearing Research, 41, 445-457.
15. Craig, H. K., Washington, J. A., & Thompson, C. A. (2005). Oral language expectations for African American children in grades 1 through 5. American Journal of Speech-Language Pathology, 14, 119-130.
16. Dayal, V. (2000). Scope marking: Cross-linguistic variation in indirect dependency. In U. Lutz, G. Muller, & A. Von Stechow (Eds.), Wh-scope marking (pp. 157-193). Amsterdam: John Benjamins.
17. Deevy, P., & Leonard, L. (2004). The comprehension of wh-questions in children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 47, 802-815.
18. de Villiers, J. G. (1991). Why questions? In B. Plunkett & T. Maxfield (Eds.), The acquisition of Wh. Amherst, MA: UMOP.
19. de Villiers, J. G. (1996). Defining the open and closed program for acquisition: The case of wh-questions. In M. Rice (Ed.), Towards a genetics of language (pp. 145-184). Hillsdale, NJ: Erlbaum.
20. de Villiers, J. G. (1999). On acquiring the structural representations for false complements. In B. Hollebrandse (Ed.), New perspectives on language acquisition. Amherst, MA: UMOP.
21. de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. Astington & J. Baird (Eds.), Why language matters for theory of mind. Oxford: Oxford University Press.
22. de Villiers, J. G., de Villiers, P. A., & Roeper, T. (2007). How is partial movement resolved? Unpublished manuscript.
23. de Villiers, J. G., & Pyers, J. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief understanding. Cognitive Development, 17, 1037-1060.
24. de Villiers, J., & Roeper, T. (1995a). Barriers, binding, and acquisition of the DP-NP distinction. Language Acquisition, 4, 73-104.
25. de Villiers, J. G., & Roeper, T. (1995b). Relative clauses are barriers to wh-movement for young children. Journal of Child Language, 22, 389-404.
26. de Villiers, J. G., & Roeper, T. (1996). Questions after stories: On supplying context and removing it as a variable. In D. McDaniel, H. Cairns, & C. McKee (Eds.), Methods for assessing children's syntax (pp. 163-188). Cambridge, MA: MIT Press.
27. de Villiers, J., Roeper, T., & Vainikka, A. (1990). The acquisition of long-distance rules. In L. Frazier & J. de Villiers (Eds.), Language processing and language acquisition (pp. 257-297). Boston: Kluwer Academic.
28. de Villiers, P. A., Burns, F. A., & Pearson, B. Z. (2003). The role of language in Theory of Mind development in language impaired children: Complementing theories. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th annual Boston University Language Development Conference (pp. 232-242). Somerville, MA: Cascadilla Press.
29. Fanselow, G. (2005). Partial wh-movement. In M. Everaert & H. van Riemsdijk (Eds.), The Blackwell companion to syntax (Vol. 3). Oxford: Blackwell.
30. Goodluck, H., Foley, M., & Sedivy, J. (1992). Adjunct islands and acquisition. In H. Goodluck & M. Rochemont (Eds.), Island constraints (pp. 181-194). Dordrecht: Kluwer.
31. Green, L. (2002). African American English: A linguistic introduction. Cambridge: Cambridge University Press.
32. McDaniel, D. (1989). Partial and multiple wh-movement. Natural Language and Linguistic Theory, 7, 565-604.
33. McDaniel, D., Chiu, B., & Maxfield, T. (1995). Parameters for wh-movement types: Evidence from child language. Natural Language and Linguistic Theory, 13, 709-753.
34. Mufwene, S. S. (Ed.). (1998). African-American English: Structure, history, and use. London: Routledge.
35. Oiry, M., & Demirdache, H. (2006). Evidence from L1 acquisition for the syntax of wh-scope marking in French. Unpublished manuscript, University of Nantes.
36. Otsu, Y. (1981). Universal grammar and syntactic development in children: Toward a theory of syntactic development. Unpublished doctoral dissertation, MIT.
37. Radford, A. (1988). Transformational grammar. Cambridge: Cambridge University Press.
38. Rizzi, L. (1991). Relativized minimality. Cambridge, MA: MIT Press.
39. Roeper, T., & de Villiers, J. G. (2006). Partial movement in SLI. Paper presented at the Latsis Colloquium, University of Geneva, January 2006.
40. Roeper, T. (2004). Diagnosing language variations: Underlying principles for syntactic assessment. Seminars in Speech and Language, 25, 41-56.
41. Roeper, T., & Seymour, H. N. (1994). The place of linguistic theory in the theory of language acquisition and language impairment. In Y. Levy (Ed.), Other children, other languages: Issues in the theory of language acquisition (pp. 305-330). Hillsdale, NJ: Erlbaum.
42. Ross, J. R. (1967). Constraints on variables in syntax. Unpublished doctoral dissertation, MIT.
43. Schulz, B. (2004). A Minimalist account of partial wh-movement. Unpublished manuscript, University of Hawaii.
44. Seymour, H. N., & Pearson, B. Z. (Guest Eds.). (2004). Evaluating language variation: Distinguishing development and dialect from disorder [Special Issue]. Seminars in Speech and Language, 25.
45. Seymour, H. N., Roeper, T., & de Villiers, J. G. (2000). Dialect Sensitive Language Test: Pilot edition. San Antonio, TX: Psychological Corporation.
46. Seymour, H. N., Roeper, T., & de Villiers, J. G. (2003). Diagnostic Evaluation of Language Variation - Screening Test (DELV-ST). San Antonio, TX: Psychological Corporation.
47. Seymour, H. N., Roeper, T., & de Villiers, J. G. (2005). Diagnostic Evaluation of Language Variation - Norm Referenced (DELV-NR). San Antonio, TX: Psychological Corporation.
48. Thornton, R. (1991). Adventures in long distance moving: The acquisition of wh-questions. Unpublished doctoral dissertation, University of Connecticut.
49. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
50. Vainikka, A., & Roeper, T. (1995). Abstract operators in early acquisition. Linguistic Review, 12, 275-310.
51. van der Lely, H. K. J. (1998). SLI in children: Movement, economy and deficits in the computational-syntactic system. Language Acquisition, 7, 161-192.
52. van der Lely, H. K. J. (2003). Do heterogeneous SLI deficits need heterogeneous theories? SLI subgroups, G-SLI and the RDDR hypothesis. In Y. Levy & J. Schaeffer (Eds.), Toward a definition of specific language impairment (pp. 109-134). Hillsdale, NJ: Erlbaum.
53. van der Lely, H. K. J., & Battell, J. (2003). Wh-movement in children with grammatical SLI: A test of the RDDR hypothesis. Language, 79, 153-181.
54. Washington, J. A., & Craig, H. K. (1994). Dialectal forms during discourse of urban, African American preschoolers living in poverty. Journal of Speech, Language, and Hearing Research, 37, 816-823.
55. Washington, J. A., & Craig, H. K. (1998). Socio-economic status and gender influences on children's dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618-626.