Modulating “Surprise” with Syntax: A Study on Negative Sentences and Eye-Movement Recording

Greco, Matteo; Canal, Paolo; Bambini, Valentina; Moro, Andrea

doi:10.1007/s10936-020-09691-x

Cited by 12 publications

(11 citation statements)

References 67 publications

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“…(31)) As is evident, example (34) includes the Italian negative marker non, which however does not in this case reverse the polarity of the proposition expressed in the sentence. Greco et al (2020) further provide experimental evidence that utterances like this are not interpreted as negative sentences but more like affirmative ones. Greco (2017;2019a;2019b) offers a detailed description of the characteristic properties of SNEGs, focusing on the following: (i) Non is not interpreted as a polarity-reversal operator with respect to the expressed proposition, (ii) non cannot license Negative Polarity Items, (iii) the presence of non conveys that the speaker is surprised with the expressed proposition and (iv) the whole sentence denotes new information.…”

Section: Expletiveness and Pragmatic Enrichmentmentioning

confidence: 66%

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Expletiveness in grammar and beyond

Tsiakmakis

Espinal

2022

Glossa: A Journal of General Linguistics

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This paper sets out to find the defining characteristics of so-called expletive categories and the consequences the existence of such categories has for Universal Grammar. Looking into different instantiations of expletive subjects and impersonal pronouns, definite articles, negative markers and plural markers in various natural languages, we reach the following generalizations: (i) expletive categories are deficient functional elements interpreted as introducing an identity function at the level of semantic representation, (ii) they can be divided into syntactic expletives, that occur to satisfy some syntactic relationship with another item in the clause, and semantic expletives, that stand in a semantic dependency with some c-commanding category, and (iii) expletive categories tend to develop additional meaning components that are computed beyond core grammar, at the level where speech act-related information is encoded. Our discussion reveals that all categories that have been traditionally considered as expletive in the linguistic literature are interpretable in grammar or beyond and, thus, do not violate Chomsky’s Full Interpretation Principle. We conclude that there are no expletive elements in natural languages and that expletiveness is not a grammatically relevant concept.

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Section: Expletiveness and Pragmatic Enrichmentmentioning

confidence: 66%

“…We focus on a specific Italian construction argued to display expletive negation, namely Surprise Negative Sentences (SNEGs; Greco 2017;2019a;2019b;Greco et al 2020).…”

Section: Expletiveness and Pragmatic Enrichmentmentioning

confidence: 99%

Expletiveness in grammar and beyond

Tsiakmakis

Espinal

2022

Glossa: A Journal of General Linguistics

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“…This problem poses great and responsible tasks for the modern school, the most important of which is to improve the quality of the educational process (Hamedi & Pishghadam, 2021). One of the ways to implement this task is to improve the methods and means of teaching, to identify such forms of it that would allow to solve successfully both educational and developmental problems, contribute to the development of mental processes of pupils and the emotional and volitional sphere of the individual (Engle, 2002;Greco, Canal, Bambini & Moro, 2020). In this regard, communication is studied in Psychology as a necessary condition for the organization of optimal forms of the activity of schoolchildren at lessons.…”

Section: Introductionmentioning

confidence: 99%

Psychological Principles of Organizing Classroom Management at Secondary Schools

Mykhalchuk¹,

Kurytsia²

2022

Problems of Modern Psychology

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the purpose of our research is to describe classroom management as a multi-faceted activity and which is understood in a way of use of untraditional behavior management techniques.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organi-zing empirical research.the results of the research. Therefore, we can talk about a single com-mon speech process. A dialogue in the educational process is included into a joint activity with the aim of achieving a certain goal. In such a way the dialogue can be attributed to the dialogue-conversation. A dialogic statement is a kind of stimulus that prompts the partner of communication to make an appropriate statement in a dialogue, it has a pronounced focus on the partner and is directed towards him/her as much as it is possible, oriented towards him/her.conclusions. For our research the interpretation of a dialogue is of greatest importance, which acts as a supplement to the above-considered approaches to understanding a dialogue and expresses a dialogic nature of the very content of thinking and the activity of a modern person. This dialogicity, as well as the problematic nature of any knowledge is connected with it. The dialogue seems to be included today into the very subject of thinking, acts as its integral side, which naturally gives a rise to a dialogue and as a form of communication, and as a type of relationships between those people who study this or that object. At the same time, a different view from our understanding of the mentioned ob-ject appears as necessary for me. It is precisely because of indicated difference. Responding to the challenge which is contained in the paradigm of a dialogue, a personality deepens his/her understanding of the object as the subject of this understanding.

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“…So, let us analyze nominative models in the Ukrainian language. All the ways of word formation in both languages, which are compared, can be divided into: (1) grammatical (affix) ways; (2) semantic ones (subjects are changed by their lexical meaning) (Alyami & Mohsen, 2019;Falé et al, 2016;Greco et al, 2020;Knight, 1994;Tran et al, 2020). Among the linguistic cultures in the thematic group we have being studied in the Ukrainian language, we have identified the following affix word-building models, such as suffix linguocultural models.…”

Section: Introductionmentioning

confidence: 99%

Psycholinguistic Specifics of Understanding by Ukrainian Students the Principles of Nomination of Linguocultural Models “clothing” in English and Ukrainian

Mykhalchuk

Левчук²,

Ivashkevych

et al. 2021

Psycholing.

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The purpose of the article is: to show psycholinguistic peculiarities of understanding by Ukrainian students the principles of nomination of linguocultural models “clothing” in the English and Ukrainian languages. The methods of the research are: theoretical ones – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical methods – the analysis of lexical units, the experiment. For the purpose of studying the motivation of linguocultural units we used “The methods of studying of motivation by linguocultural units of the thematic group “clothing” in the English and Ukrainian languages” (Mykhalchuk & Ivashkevych, 2020). The results of the research. For the understanding of linguocultural units of the thematic group “clothing” in the Ukrainian language the laws of organization of usualized (a priori) and actual (a posteriori) communicative meanings, their interaction, movement, etc. are quite important. For understanding linguocultural units of the thematic group “clothing” in the English language it is sufficient superficial perception of lexical units that denote the nominations of clothing, understanding the features of their motivation, in particular, verbs, nouns and adjectives, as well as mastering the form of presentation of this or that lexical unit. Conclusions. As a result of the research psycholinguistic features of students’ understanding of linguocultural units of the thematic group “clothing” in the English and Ukrainian languages were established. Productivity of students’ understanding of linguocultural units of the thematic group “clothing” in the Ukrainian language is determined by (a) the deep meaning of lexical units; (b) semantics and spatio-temporal meanings of linguocultural units; (c) syntactics of lexical units; (d) verb and noun basis of clothing nomination; (e) various connections between explicit concepts (metaphorical and metonymic transference); (f) assertive content of the nominative unit denoting “clothing”; (g) understanding of inferences, implications, intentions of the expressionж (h) explication of usualized (a priori) communicative meanings.

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Modulating “Surprise” with Syntax: A Study on Negative Sentences and Eye-Movement Recording

Cited by 12 publications

References 67 publications

Expletiveness in grammar and beyond

Expletiveness in grammar and beyond

Psychological Principles of Organizing Classroom Management at Secondary Schools

Psycholinguistic Specifics of Understanding by Ukrainian Students the Principles of Nomination of Linguocultural Models “clothing” in English and Ukrainian

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