Benmamoun, E., Bhatia, A., and Polinsky, M. (2009). Tightest conjunction agreement in the last main languages. Ling. Mr. Variat. Mr. Ansb. 9, 67-88. doi: 10.1075/livy.9.02ben Nazzi, T., Barrier, I., Goyet, L., Kresh, S., and Legendre, G. (2011). Tracking irregular morphophonological dependencies in natural language: evidence of the acquisition of a verb-subject contract in French.
Cognition 120, 119-135. doi: 10.1016/j.cognition.2011.03.004 In this case, the verb argument is more a direct object than a subject complement. It doesn`t matter. The verb corresponds to its subject. The number and person of an argument does not matter. With regard to adult data, we hope that the availability of a partial number agreement in the EP coordinates will be confirmed. In particular, acceptance data should highlight the difference between pre-post-verbal contact information themes and numbers agreement options, with post-verbal topics being more tolerant to singular indexing on the verb. It is also expected that adult treatment data will be sensitive to the singular-pluriural distinction and the option of singular numbers with post-verbal preverb details. However, given the “marked” status of a sub-agreement (see introduction) mentioned above, it is possible that online data for adults will have a numerical effect with shorter reading times with plural verbs, regardless of the object position.
The second statement is a little confusing because the subject is not very clear, partly because the sentence is not complete, so it is difficult to see the whole picture, but also because it lacks an understood “the”. However, as inanimate subjects are often “deducted” as in non-acoustic or passive structures, we did not include animacy as a variable in our study. Instead, the themes used were animated with the exception of one. Children`s lexical abilities in Greek were assessed in both languages. For Greek, a standardized expression vocabulary test (Vogindroukas et al., 2009, adaptation of Renfrew) and an adaptation of the same task for Albanian (Kapia and Kananaj, 2013) were used. These tests provided us with independent measurements of the language skills of our participants in their L1 and L2. To determine whether our bilingual participants were a homogeneous group, we examined the factority of the data extracted from the questionnaires and their vocabulary development in each language.