Pronominal Reference

1. An Approach to Language Acquisition.- 1.1. Language Acquisition Research and the Innateness Hypothesis.- 1.2. The Role of Experience.- 1.3. Hypothesis Formation and the Evaluation Metric.- 1.4. Implications for Language Acquisition Research.- Notes.- 2. Structural Restrictions on Pronominal Reference.- 2.1. The Domain of This Study.- 2.2. Structural Restrictions on Anaphora: A Brief History.- 2.3. Structural Restrictions on Anaphora: A Revision.- 2.3.1. A Problem with the C-Command Analysis.- 2.3.2. Structural Restrictions in Logical Form.- 2.3.3. Linear Order of Pronoun and Antecedent.- 2.3.4. Some Difficulties with C-Command.- 2.3.5. The Backward Anaphora Restriction (BAR).- 2.4. Linguistic and Psycholinguistic Relevance of the BAR.- 2.5. Summary.- Notes.- 3. The Acquisition of Restrictions on Pronominal Reference.- 3.1. Introduction.- 3.2. A Review of Some Previous Work on Children's Acquisition of Restrictions on Pronominal Reference.- 3.3. The Backward Anaphora Restriction (BAR) and the Language Acquisition Process.- 3.4. Experiment 1: The Acquisition of the Structural Restrictions on Anaphora.- 3.5. Experiment 2: Anaphora in Sentences with Preposed Complements.- 3.6. Experiment 3: Reflexives.- 3.7. Experiment 4: Forward Anaphora.- 3.8. General Discussion.- Notes.- 4. Strategies and Contrastive Stress.- 4.1. Some Pragmatic Factors in Choosing Antecedents.- 4.2. Limitations on the Use of Contextual Information: Processing Principles.- 4.3. The Parallel Function Strategy.- 4.4. The Use of Contrastive Stress.- 4.4.1. Contrastive Stress in General.- 4.4.2. Contrastive Stress and Anaphora.- 4.5. Conclusion.- Notes.- 5. Parallel Function and Contrastive Stress in Child Language.- 5.1. Children's Understanding of Contrastive Stress.- 5.2. Experiment on Contrastively Stressed Pronouns.- 5.3. Experiment on the Meaning of Parallel Function.- Notes.- 6. Some Conclusions.

`The evidence for the adverse effects of television on the acquisition of reading skills and creativity (ideational fluency) is most provocative and should provide impetus for other investigators to take a fresh look at these domains. The marked drop in participation in community activities after the advent of television is strikingly documented. The authors have utilized Barker and Gump's concept of behavior settings to determine the proportion of people in each town who participated in each setting, their level of involvement, and the function the setting plays in the community. Amont the many interesting findings that warrant further study are the drop in participation in community activities by older people and the sharp decline in participation in outdoor sports by adolescents. The authors thoughtfully discuss the implications of these findings for the social structure and physical health of the community. The book merits serious attention. It reminds us of the richness of field studies in natural settings and of questions that have been neglected in a scientific climate in which social learning theory has dominated inquiry.' Child Development Abstracts and Bibliography