- Oxford Handbooks in Linguistics
- Copyright Page
- List of Figures and Tables
- The Contributors
- Ellipsis In Natural Language: Theoretical and empirical perspectives
- Ellipsis: A survey of analytical approaches
- Ellipsis in Transformational Grammar
- Ellipsis in Head-Driven Phrase Structure Grammar
- Ellipsis in Categorial Grammar
- Ellipsis in Dependency Grammar
- ellipsis in simpler syntax
- Ellipsis in Construction Grammar
- Ellipsis in Dynamic Syntax
- ellipsis in inquisitive semantics
- Ellipsis and Psycholinguistics
- Ellipsis and Acquisition
- Ellipsis and Discourse
- Ellipsis and Computational Linguistics
- Ellipsis and Prosody
- Movement and Islands
- Aphasia and Acquisition
- Parsing Strategies
- Sluicing and Its Subtypes
- Predicate Ellipsis
- Nominal Ellipsis
- Gapping and Stripping
- Comparative Deletion
- Null Complement Anaphora
- Conjunction Reduction and Right-Node Raising
- Finnish Sign Language
- Kiswahili and Shingazidja
- Varieties of English
- Oxford Handbooks in Linguistics
Abstract and Keywords
This chapter reports studies of parallelism in VP-ellipsis in two populations whose linguistic ability is lacking. First, a complex comprehension experiment was conducted with individuals with Broca’s aphasia, said to suffer from a specific syntactic deficit that some view as restricted to the deletion of traces of movement, while others argue is related to “complexity.” Though still at a preliminary stage, the experimental record suggests that parallelism, as evinced by the patients’ ability to reconstruct elided VPs, is relatively intact for these patients, indicating that their deficit is restricted. Second, a similar study was run with normally developing, 4–5-year-old children, whose linguistic abilities are not yet fully manifested. Nevertheless, these children use parallelism in an adult-like fashion, and correctly reconstruct elided material in comprehension. We also provide evidence that 3-year-olds use elided VPs in spontaneous language production. Both studies are used to argue for fine deficit analyses, and against generic, “complexity”-based accounts of language development and language loss.
Yosef Grodzinsky is Professor of Neurolinguistics at the Edmond and Lily Safra Center for Brain Research, the Hebrew University of Jerusalem, and a Visiting Professor at the Institute of Neuroscience and Medicine (INM-1), Forschungszentrum Jülich. His research has focused on the neural basis, acquisition, and processing of syntactic and semantic knowledge. At present, his work explores the neural bases of overt and covert negation. Previously, Grodzinsky was a Professor and Tier-I Canada Research Chair of Neurolinguistics at McGill University, a Professor of Psychology at Tel Aviv University, and a Research Professor of Neurology at the Boston University School of Medicine. He is the recipient of several awards, and his research has been funded by government agencies in the US, Canada, Israel, and Germany.
Isabelle Deschamps is a postdoctoral research scholar in the Department of Rehabilitation at Laval University. Previously she received her bachelor’s degree in Psychology and Linguistics as well as her PhD in Communication Sciences and Disorders from McGill University. Her research interests focus on issues pertaining to phonological processes during speech perception and production. In addition, her research aims to understand the relationship between phonological processes and other cognitive functions such as verbal working memory.
Lewis P. Shapiro is an Emeritus Professor at San Diego State University. Research interests include charting the moment-by-moment unfolding of language and cognitive processing in neurologically healthy adults and those with brain damage; brain–language relations through lesion analyses and brain imaging; and the efficacy and neurological implications of treatment for adults with language disorders. Dr Shapiro’s work has been funded continuously through the US National Institutes of Health since 1988.
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