• 한국언어정보학회지:언어와정보
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• 제8권1호
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• pp.53-76
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• 2004

Negative polarity items(NPIs), which function as quantifiers are licensed in a syntactically strict way by negatives, which function as qualifiers, resulting in universal negating interpretations as pairs. We present a proposal to explain the related phenomena, in which the syntax and the semantics are closely related to each other, with Combinatory Categorial Grammar. For this purpose, we first adopt the usual approach to scrambling, but control its overgeneration with the use of markers, taking into account the complex syntactic phenomena involving NPIs and scrambling in Korean. We also propose to utilize polarity intensity as a novel feature, in order to account for the universal negating interpretations when NPIs are combined with negatives. Our proposal also explains the difference in readings when other quantifiers or qualifiers intervene the NPI and the related negatives.

• 한국컴퓨터정보학회논문지
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• 제16권10호
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• pp.219-228
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• 2011

본 연구는 다양한 언어 데이터 분석을 통해 최소주의에서의 확대투사원리에 대한 대안을 제시하는데 역점을 둔다. 확대투사원리는 두 가지 원리에서 도출되는데, 하나는 표준이론에서의 투사원리이고 다른 하나는 주어위치는 반드시 채워야 한다는 요건을 근거한다. 이 두 원리가 하나로 병합된 확대투사원리는 이후에 계속해서 그 개념이 변한다. 최소주의 출현 이전에는 격에 의존적이었으나, Chomsky(1995)의 최소주의 하에서는 범주자질 [D]의 특성으로 귀착된다. 그러나 본 연구에서는 위치 도치 구문, 허사 there 구문, 결속이론과 같은 구문에서의 다양한 언어 데이터를 분석하여 굴절어구의 지정어 위치는 최대로 투사된 어휘항목에 의해 반드시 채워져야 한다는 대안을 제시한다.

• 한국언어정보학회지:언어와정보
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• 제5권2호
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• pp.39-55
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children's conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli's (1995) yersion of Fodor's (1983) modularity hypothesis. The categorial status of the quantifier in the children's interpretation is considered, focusing on the movement of that quantifier out of its own extended projection to FP. It is claimed that children initially treat quantifiers as modifiers, rather than functional heads, and that the phenomenon of quantifier spreading by children can be attributed to delay in the development of the relevant functional category, i.e., DP (or QP), in language acquisition.