title: Asymmetry in children's comprehension of raising.
abstract: This paper investigates English-speaking children's acquisition of raising constructions (e.g. John seems to Mary to be happy) and finds an asymmetric effect of NP type on their comprehension: an improvement in performance is observed when a lexical NP is raised across a pronominal experiencer (e.g. John seems to her to be happy) compared to when a pronoun is raised across a lexical NP experiencer (e.g. He seems to Mary to be happy). These results are consistent with a processing-based approach to intervention effects, which reduces children's difficulty with raising to a performance limitation, rather than a grammatical deficit.
authors.affiliation: Hankuk University of Foreign Studies.
authors.forename: Jinsun
authors.initials: J
authors.lastname: Choe
authors.affiliation: University of Hawai'i at Mānoa.
authors.forename: William
authors.initials: W
authors.lastname: O'Grady
mesh_terms: D002648:Child; D002675:Child, Preschool; D032882:Comprehension; D005260:Female; D006801:Humans; D007802:Language; D007804:Language Development; D008297:Male