Abstract/Details

Barrier constraints on negative concord in African-American English


1998 1998

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Abstract (summary)

Negative sentences with two negatives are subject to locality conditions that prohibit negative concord interpretations in some cases. This phenomenon appears to be universal, whether negative concord is a part of the grammar with (+NEG) lexical feature overtly manifested phonetically as a copied (+NEG) element in African American English or whether it is a part of the default grammar with (+NEG) lexical feature marking or "negativizing" the indefinite as in Standard American English. The children in this study were presented with short stories followed by questions where the negative indefinite NO was hypothesized to have two possible sites of interpretation. One option is inside a VP PP adjunct where negative concord (NEG$\rm\sb{con}$) interpretations are expected and the other option is outside the VP in a noun complement clause or PP argument where true negative (NEG$\rm\sb{true}$) interpretations are expected. Other stories were also presented followed by questions where n-words (a term used here to avoid making a claim yet whether the words in question are negative polarity items or negative quantifiers) were expected to be interpreted as negatives. A cross-sectional study with 61 AAE and SAE children aged 5.2 to 7.11 and a smaller single language observational study with 5 younger AAE children aged 4.5 to 4.10 found that children 5 to 7 years of age clearly interpreted n-words as negatives and differentiated them from polarity NO in nonconcord environments. Two-thirds of the majority of the children differentiated the two possible structural environments for negative indefinite NO, and refused to extract it from inside a PP argument but allowed concord inside a VP PP adjunct. This confirms other findings that children's early grammars are sensitive to universal constraints on movement (deVilliers & Roeper, 1995). However, the remaining one-third of children allowed NEG$\rm\sb{con}$ in these more subtler barrier cases. Does this mean that some children 5 to 7 years of age do not understand barriers? If so, how are barriers considered a phenomenon of UG? Explanations for these findings are framed in terms of children's knowledge about negative concord and locality conditions on movement.

Indexing (details)


Subject
Linguistics;
African Americans
Classification
0290: Linguistics
0325: African Americans
Identifier / keyword
Social sciences; Language, literature and linguistics; African-American English; Barrier constraints; English; Negative concord
Title
Barrier constraints on negative concord in African-American English
Author
Coles, D'Jaris Renee
Number of pages
198
Publication year
1998
Degree date
1998
School code
0118
Source
DAI-A 59/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591960693, 0591960699
Advisor
Seymour, Harry N.; Roeper, Thomas
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9841855
ProQuest document ID
304428921
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304428921
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