A new explanation is presented to justify monolingual Dutch and English children’s behaviour on binding tasks. Whereas the standard binding account can only partly explain English children’s performance, the current explanation can account for both the English children’s and the Dutch children’s performance. Monolingual Dutch children are revealed to have a distributive interpretation preference of the quantifiers, while English children prefer the collective reading of 'every'. The present studies show that these children’s diverging quantifier preferences affect their binding performance on sentences containing local quantified NP antecedents.
This new explanation also holds for bilingual children. The studies conducted in this dissertation found that English-Dutch bilingual children differ from their monolingual peers regarding their quantifier interpretation preferences. In line with the proposed explanation, these bilingual children also behave differently from their monolingual peers regarding sentences containing local quantified NP antecedents. Thus, this thesis shows that there is an interaction between children’s understanding of binding phenomena and their preferential quantifier interpretations.
Series: LOT dissertation series 416
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.