On the Definition of Binding Domains in Spanish

0 Introduction.- 0.1. Introduction.- 0.2. Universal Grammar.- 0.3. Anaphora.- 0.3.1. Definitions.- 0.3.2. Anaphora in Generative Grammar (GG).- 0.4. Theoretical Motivation.- Notes.- 1. Theoretical Background.- 1.1. Introduction.- 1.2. Anaphors and Pronominals within PPs in Simple Sentences.- 1.2.1. Acquisition Issues.- 1.3. Referential Properties of Pronominal Subjects.- 1.3.1. The Disjoint Reference Requirement.- 1.3.1.1. Mood.- 1.3.1.2. Agreement of Tenses.- 1.3.1.2.1. Verbs of Uncertainty (Doubt and Expectation).- 1.3.1.2.2. Verbs of Ignorance and Fear.- 1.3.1.2.3. Verbs of Denial and Regret.- 1.3.1.2.4. Verbs of Influence and Desire.- 1.3.1.2.5. Conclusion.- 1.3.1.3. The DRR as a Function of Lexical Properties of Main Verbs.- 1.3.1.3.1. Object Clauses.- 1.3.1.3.2. The DRR Linked to Subcategorization Properties of Main Verbs.- 1.3.1.3.3. Object-Subject Conference.- 1.3.1.3.4. Summary.- 3.2. Acquisition Issues.- Note.- 2. Previous Acquisition Literature.- 2.1. Development of Locality Principles and Binding Domains.- 2.2. The Role of Lexical Properties of Verbs in Grammatical Anaphora.- 2.3. Acquisition of the Subjunctive in Spanish.- 3. Rationale and Design.- 3.1. Experimental Design: Overview.- 3.1.1. Binding Principles and Binding Domains.- 3.1.2. Inflection.- 3.1.2.1. Mood.- 3.1.2.2. Tense.- 3.1.3. Lexical Properties of Verbs.- 3.1.4. Comparison of DR in Simple and Complex Sentences.- 3.2. Experimental Test: General Description.- 3.3. Experimental Design and Hypotheses.- 3.3.1. Base Study Design: Proform Type vs. Binding Domain.- 3.3.1.1. Base Study: Hypotheses.- 3.3.2. Inflection Study: (Mood X Tense Agreement).- 3.3.2.1. Inflection Study: Hypotheses.- 3.3.3. Lexical Class Study: +- Volition x +- IT.- 3.3.3.1. Lexical Class Study: Hypotheses.- 3.3.4. Interpretation Tests: Design Summary.- 4. Methods and Procedures.- 4.1. Subjects.- 4.2. General Procedures.- 4.2.1. Reference Set.- 4.2.2. Pretraining.- 4.2.3. Scoring.- 5. Results.- 5.1. Introduction.- 5.2. Base Study.- 5.2.1. Success Rate.- 5.2.2. Interpretation of Proforms.- 5.2.2.1. Disjoint Reference Responses.- 5.2.2.2. Coreferential Responses.- 5.2.3. Coreference vs. Disjoint Reference by Age Groups.- 5.2.4. Overview Summary.- 5.3. Inflection Study.- 5.3.1. Success Rate.- 5.3.1.1. Success Rate for INFL (Mood x Tense Agreement x Age).- 5.3.2. Interpretation of Null Subjects of Complement Clause: Disjoint Reference Responses.- 5.3.2.1. INFL (Mood x Tense Agreement).- 5.3.3. Coreferential Responses.- 5.3.3.1. Inflection (Mood x Tense Agreement).- 5.3.4. Coreferential vs. Disjoint Reference Responses by Age Groups.- 5.3.5. Overview Summary.- 5.4. Lexical Class Study.- 5.4.1. Success Rate.- 5.4.1.1. Success Rate for Lexical Class Study (IT x Volition).- 5.4.1.2. Success Rate for Epistemics + Indicative Complements.- 5.4.2. Interpretation of Null Subject of Complement Clause: Disjoint Reference Responses.- 5.4.2.1. Lexical Class Study (IT x Volition).- 5.4.2.2. Epistemic Verbs + Indicative/Subjunctive Complements.- 5.4.3. Corefential Responses.- 5.4.3.1. Lexical Class Study (IT X Volition).- 5.4.3.2. Epistemic Verbs + Indicative/Subjunctive Complements.- 5.4.4. Coreferential vs. Disjoint Reference Responses.- 5.4.5. Overview Summary.- 5.4.6. Analysis of Differences in DR Responses for Pronominals between Simple and Complex Structures.- Notes.- 6. Discussion.- 6.1. Overview Summary and Interpretation of Results.- 6.1.1. Theoretical Background.- 6.1.1.1. Anaphors/Pronominals within PPs.- 6.1.1.2. Subject-Subject Disjoint Reference Requirement.- 6.1.2. Simple Sentences.- 6.1.2.1. Summary of Results.- 6.1.2.1.1. The Nature of the Differentiation.- 6.1.2.1.2. Pronouns.- 6.1.2.1.3. Reflexives.- 6.1.2.2. Interpretation of Results.- 6.1.3. Complex Sentences.- 6.1.3.1. Summary of Results.- 6.1.3.2. Interpretation of Results.- 6.1.4. Development of DR in Simple and Complex Structures.- 6.2. Relation to Previous Acquisition Literature.- 6.3. Conclusions.- References.