This paper documents a previously unnoted structural asymmetry amongwh-phrases with respect to interventioneffects. I show ina series of experiments (phonetic and syntactic) that inKorean (andpotentially in JapaneseandTurkish), onlywh-phrases that arebasegenerated in a structurally low position trigger intervention effects while wh-phrases generated in a high position do not. I show that these ...

This study presents new data on prosodic effects of focus in wh-questions in Tokyo Japanese, by examining prosodic effects of focus on and after lexically unaccented compound wh-words (e.g., nani.iro ‘what.color’). The results show that the realization of post-focal reduction differs considerably depending on the accentedness of the wh-word as well as of post-wh-words. When there is an accent o...

This paper follows the lead of Chung (2013), examining the phonological suppression of the wh-expression in English and Korean. We argue that the wh-expression itself cannot undergo ellipsis/deletion/dropping, as it carries information focus. However, it can do so, when in anaphoricity with the preceding token of wh-expression, it changes into an E-type or sloppy-identity pronoun. This vehicle ...

Two experiments investigated the acceptability of multiple questions. As expected, sentences violating the Superiority Condition were accepted less often than sentences obeying it. The status of the Superiority violations was not improved by the addition of a third wh, regardless of whether the third wh was an adjunct or an argument, though it was improved by the addition of a second question (...

This research is case study which was designed to investigate the acquisition of WH-question byPersian and English speaking children between 2 to 4 years old. Four girls and their input wereprecisely analyzed in order to figure how WH-questions are effective in their speaking in theirdaily lives. In the current study the subjects were randomly selected and the matter of gender wasnot considered...

We develop a uniform analysis of single-wh and multiple-wh questions couched in dynamic inquisitive semantics. The captures the effects number marking on which-phrases, derives both mention-some mention-all readings as well an often neglected partial reading questions.