Georgetown University
Copied elements must delete; Nunes (1995) showed why and I will ask how. I shall
re-visit 1980s work on "lexical government," consider some "pure"
deletion cases (no copying), some properties of clitics and some new phenomena,
arguing that deletion of phrasal categories is a form of cliticization. A single
idea at the level of UG will yield a complex range of data when it interacts
with demonstrably learnable properties. For this to work, children must learn
certain things. We shall consider how a cue-based approach to acquisition would
describe the necessary learning.
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