By H. Lasnik
The articles accumulated during this ebook are taken with the problems of restrictiveness and learnability inside generative grammar, particularly, inside Chomsky's 'Extended average Theory'. those matters were primary to syntactic examine for many years and they're much more important now as effects on syntactic idea, on learnability, and on acquisition start to converge. i am hoping that this booklet offers researchers in all of those parts with a few perception into the evolution of rules approximately those matters. The articles seem of their unique shape, with the next exceptions: a number of typographical and different minor mistakes were corrected; bibliog raphic references were up to date and a unified bibliography supplied. i need to take this chance to recognize my enormous intellec tual debt to Noam Chomsky. My study should not have been attainable with no his paintings, his recommendation, and his information. subsequent, I supply deep due to Chomsky and my different co-authors represented right here: Bob Fiengo, Joe Kupin, Bob Freidin, and Mamoru Saito. i'm thankful, certainly, for the chance to collaborate with such striking linguists, and, extra instantly, for his or her permission to reprint their co-authored articles. I additionally provide common because of the holders of the copyrights of the reprinted fabric. particular acknowledgements seem on a separate page.
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Additional resources for Essays on Restrictiveness and Learnability
Sample text
Movement of the WH word into the COMP of the embedded sentence is permiUed, but movement from this COMP into the higher COMP is blocked by (24). There are a number of possible modifications that will allow COMP to function as an "escape hateh" as in Chomsky (1973). For example (20) could be changed in such a way that when f = (i/D, (24) must be satisfied only when one of the nonterminals indexed by i and j is not COMP. We might also mention that recent work (see in particular Huang (1977» indicates that COMP has internal structure: one substructure for sentence introducers such as English THAT and FOR, and another for WH phrases.
K. :J. :J. J. past VP I. :J. :J. J. past PASS give P. and B. :J. m. :J. :J. J. past be en Y P. and B. :J. n. :J. :J. J. :J. o. :J. :J. J. past be en give NP and B. :J. p. :J. :J. J. past be en give P. :J. q. :J. :J. J. past be en give P. and B. :J. r. :J. :J. J. past be en give P. and B. wh gifts PP s. :J. :J. J. past be en give P. and B. wh gifts by NP t. :J. :J. J. past be en give P. and B. :J. :J. :J. Si _____ /1J~PP\ rS(TT Ti\ h' J. past be en give P. and B. :J. 9JI is an RPM consider that each element in the listing either dominates or precedes each of the following elements in the listing.
Past be en give P. :J. q. :J. :J. J. past be en give P. and B. :J. r. :J. :J. J. past be en give P. and B. wh gifts PP s. :J. :J. J. past be en give P. and B. wh gifts by NP t. :J. :J. J. past be en give P. and B. :J. :J. :J. Si _____ /1J~PP\ rS(TT Ti\ h' J. past be en give P. and B. :J. 9JI is an RPM consider that each element in the listing either dominates or precedes each of the following elements in the listing. For example (54n) dominates (540), (54p), and (54t) since each of these is of theform: Ll wh pres know Ll J.