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. Diagnosing Covert Pied-Piping . Michael Yoshitaka Erlewine & Hadas Kotek Massachusetts Institute of Technology {mitcho,hkotek}@mit.edu North East Linguistic Society 43 CUNY October 2012 . . The question Pied-piping is visible in

  1. Covert pied-piping ☞ Does covert movement trigger pied-piping? (8) Who owns a . picture of . which president ? . . . a. [ Who ] [ which president] C . owns a picture of . ? . . . b. [ Who ] [of which president] C . owns a picture . ? . . . c. [ Who ] [a picture of which president] C . owns . ? . . . ...and if so, how much? 9 . .

  2. Covert pied-piping ☞ Does covert movement trigger pied-piping? (8) Who owns a . picture of . which president ? . . . a. [ Who ] [ which president] C . owns a picture of . ? . . . b. [ Who ] [of which president] C . owns a picture . ? . . . c. [ Who ] [a picture of which president] C . owns . ? . . . ...and if so, how much? 9 . .

  3. Diagnosing covert pied-piping Recall that overt pied-piping leads to intervention effects: (5) Intervention in pied-piped constituents: (S&H; C) [ pied-piping ... INTERVENABLE ... wh ...] C ... . . . ☞ Assuming intervention as in (5) is evaluated at LF (Beck, 2006), intervention effects can diagnose the size of covert pied-piping. (9) Intervention in covert pied-piping: ... . C ... [ covert pied-piping ... INTERVENABLE ... wh ...] . . 10 . .

  4. Diagnosing covert pied-piping Recall that overt pied-piping leads to intervention effects: (5) Intervention in pied-piped constituents: (S&H; C) [ pied-piping ... INTERVENABLE ... wh ...] C ... . . . ☞ Assuming intervention as in (5) is evaluated at LF (Beck, 2006), intervention effects can diagnose the size of covert pied-piping. (9) Intervention in covert pied-piping: ... . C ... [ covert pied-piping ... INTERVENABLE ... wh ...] . . 10 . .

  5. Diagnosing covert pied-piping Recall that overt pied-piping leads to intervention effects: (5) Intervention in pied-piped constituents: (S&H; C) [ pied-piping ... INTERVENABLE ... wh ...] C ... . . . ☞ Assuming intervention as in (5) is evaluated at LF (Beck, 2006), intervention effects can diagnose the size of covert pied-piping. (9) Intervention in covert pied-piping: ... . C ... [ covert pied-piping ... INTERVENABLE ... wh ...] . . 10 . .

  6. Diagnosing covert pied-piping Different amounts of covert pied-piping predict different ... INTERVENABLE ... regions: (8) Who owns a . picture of . which president ? . . . a. Who owns a picture of [ covert pied-piping which president]? b. Who owns a picture [ covert pied-piping of which president]? c. Who owns [ covert pied-piping a picture of which president]? 11 . .

  7. Diagnosing covert pied-piping Different amounts of covert pied-piping predict different ... INTERVENABLE ... regions: (8) Who owns a . picture of . which president ? . . . a. Who owns a picture of [ covert pied-piping which president]? b. Who owns a picture [ covert pied-piping of which president]? c. Who owns [ covert pied-piping a picture of which president]? 11 . .

  8. Diagnosing covert pied-piping Different amounts of covert pied-piping predict different ... INTERVENABLE ... regions: (8) Who owns a . picture of . which president ? . . . a. Who owns a picture of [ covert pied-piping which president]? b. Who owns a picture [ covert pied-piping of which president]? c. Who owns [ covert pied-piping a picture of which president]? 11 . .

  9. Diagnosing covert pied-piping Different amounts of covert pied-piping predict different ... INTERVENABLE ... regions: (8) Who owns a . picture of . which president ? . . . a. Who owns a picture of [ covert pied-piping which president]? b. Who owns a picture [ covert pied-piping of which president]? c. Who owns [ covert pied-piping a picture of which president]? 11 . .

  10. Diagnosing covert pied-piping (10) Context: Over the break, every student read a book from a local library and submitted a book report. Each book report gave the title of the book and which library it was borrowed from. ✓ I know [ which student read a book from which library]. (11) (12) Context: Over the break, the students were assigned to go read one book each from every library in the area and submit a book report. No student completed the entire assignment; every student went to all but one of the libraries. (13) * I know [ which student read no book from which library]. A ratings study was conducted on Mechanical Turk to confirm this contrast. A summary is in the appendix. . . 12

  11. Diagnosing covert pied-piping (10) Context: Over the break, every student read a book from a local library and submitted a book report. Each book report gave the title of the book and which library it was borrowed from. ✓ I know [ which student read a book from which library]. (11) (12) Context: Over the break, the students were assigned to go read one book each from every library in the area and submit a book report. No student completed the entire assignment; every student went to all but one of the libraries. (13) * I know [ which student read no book from which library]. A ratings study was conducted on Mechanical Turk to confirm this contrast. A summary is in the appendix. . . 12

  12. Diagnosing covert pied-piping (10) Context: Over the break, every student read a book from a local library and submitted a book report. Each book report gave the title of the book and which library it was borrowed from. ✓ I know [ which student read a book from which library]. (11) (12) Context: Over the break, the students were assigned to go read one book each from every library in the area and submit a book report. No student completed the entire assignment; every student went to all but one of the libraries. (13) * I know [ which student read no book from which library]. A ratings study was conducted on Mechanical Turk to confirm this contrast. A summary is in the appendix. . . 12

  13. Diagnosing covert pied-piping (10) Context: Over the break, every student read a book from a local library and submitted a book report. Each book report gave the title of the book and which library it was borrowed from. ✓ I know [ which student read a book from which library]. (11) (12) Context: Over the break, the students were assigned to go read one book each from every library in the area and submit a book report. No student completed the entire assignment; every student went to all but one of the libraries. (13) * I know [ which student read no book from which library]. A ratings study was conducted on Mechanical Turk to confirm this contrast. A summary is in the appendix. . . 12

  14. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. Note that higher negation does not cause such a contrast: ✓ I know [ which student didn’t read a book from which library]. (20) Thus (13) is not a general negative island effect. The effect only occurs if the intervener c-commands the wh -word. ✓ I know [ which s. read which book containing no princesses]. (21) ☞ The effect is limited to a particular region above and near the in-situ wh . 13 . .

  15. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. Note that higher negation does not cause such a contrast: ✓ I know [ which student didn’t read a book from which library]. (20) Thus (13) is not a general negative island effect. The effect only occurs if the intervener c-commands the wh -word. ✓ I know [ which s. read which book containing no princesses]. (21) ☞ The effect is limited to a particular region above and near the in-situ wh . 13 . .

  16. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. Note that higher negation does not cause such a contrast: ✓ I know [ which student didn’t read a book from which library]. (20) Thus (13) is not a general negative island effect. The effect only occurs if the intervener c-commands the wh -word. ✓ I know [ which s. read which book containing no princesses]. (21) ☞ The effect is limited to a particular region above and near the in-situ wh . 13 . .

  17. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. Note that higher negation does not cause such a contrast: ✓ I know [ which student didn’t read a book from which library]. (20) Thus (13) is not a general negative island effect. The effect only occurs if the intervener c-commands the wh -word. ✓ I know [ which s. read which book containing no princesses]. (21) ☞ The effect is limited to a particular region above and near the in-situ wh . 13 . .

  18. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. This contrast teaches us that no in (13) is in an ... INTERVENABLE ... region. Moreover, smaller pied-piping options were not available: (8) Which student read no . book from which library ? . . . . a. Which student read no book from [ pied-piping which library]? ⇒ predicts no intervention! A b. Which student read no book [ pied-piping from which library]? ⇒ predicts no intervention! A c. Which student read [ pied-piping no book from which library]? ⇒ predicts intervention! 14 . .

  19. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. This contrast teaches us that no in (13) is in an ... INTERVENABLE ... region. Moreover, smaller pied-piping options were not available: (8) Which student read no . book from which library ? . . . . a. Which student read no book from [ pied-piping which library]? ⇒ predicts no intervention! A b. Which student read no book [ pied-piping from which library]? ⇒ predicts no intervention! A c. Which student read [ pied-piping no book from which library]? ⇒ predicts intervention! 14 . .

  20. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. This contrast teaches us that no in (13) is in an ... INTERVENABLE ... region. Moreover, smaller pied-piping options were not available: (8) Which student read no . book from which library ? . . . . a. Which student read no book from [ pied-piping which library]? ⇒ predicts no intervention! A b. Which student read no book [ pied-piping from which library]? ⇒ predicts no intervention! A c. Which student read [ pied-piping no book from which library]? ⇒ predicts intervention! 14 . .

  21. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. This contrast teaches us that no in (13) is in an ... INTERVENABLE ... region. Moreover, smaller pied-piping options were not available: (8) Which student read no . book from which library ? . . . . a. Which student read no book from [ pied-piping which library]? ⇒ predicts no intervention! A b. Which student read no book [ pied-piping from which library]? ⇒ predicts no intervention! A c. Which student read [ pied-piping no book from which library]? ⇒ predicts intervention! 14 . .

  22. The diagnosis ✓ I know [ which student read a book from which library]. (11) (13) * I know [ which student read no book from which library]. This contrast teaches us that no in (13) is in an ... INTERVENABLE ... region. Moreover, smaller pied-piping options were not available: (8) Which student read no . book from which library ? . . . . a. Which student read no book from [ pied-piping which library]? ⇒ predicts no intervention! A b. Which student read no book [ pied-piping from which library]? ⇒ predicts no intervention! A c. Which student read [ pied-piping no book from which library]? ⇒ predicts intervention! 14 . .

  23. The diagnosis Covert movement triggers pied-piping and chooses the largest pied-piping constituent possible . 15 . .

  24. Pied-piping size and the interfaces Recall that the size of overt pied-piping is variable, with a preference for smaller pied-piping: (3) Jim owns a . picture of . which president . . . ✓ [ Which president] does Jim own a picture of a. ? ✓ [Of which president] does Jim own a picture b. ? ? [A picture of which president] does Jim own c. ? ...but we have shown that covert pied-piping chooses the largest among the options for overt pied-piping. ☞ The preference for smaller pied-piping in overt movement is an artifact of PF constraints on wh -movement , not a general preference of the pied-piping mechanism itself. 16 . .

  25. Pied-piping size and the interfaces Recall that the size of overt pied-piping is variable, with a preference for smaller pied-piping: (3) Jim owns a . picture of . which president . . . ✓ [ Which president] does Jim own a picture of a. ? ✓ [Of which president] does Jim own a picture b. ? ? [A picture of which president] does Jim own c. ? ...but we have shown that covert pied-piping chooses the largest among the options for overt pied-piping. ☞ The preference for smaller pied-piping in overt movement is an artifact of PF constraints on wh -movement , not a general preference of the pied-piping mechanism itself. 16 . .

  26. Pied-piping size and the interfaces Recall that the size of overt pied-piping is variable, with a preference for smaller pied-piping: (3) Jim owns a . picture of . which president . . . ✓ [ Which president] does Jim own a picture of a. ? ✓ [Of which president] does Jim own a picture b. ? ? [A picture of which president] does Jim own c. ? ...but we have shown that covert pied-piping chooses the largest among the options for overt pied-piping. ☞ The preference for smaller pied-piping in overt movement is an artifact of PF constraints on wh -movement , not a general preference of the pied-piping mechanism itself. 16 . .

  27. Pied-piping size and the interfaces ☞ Wh -phrases prefer to be near the lefu edge when pied-piped (Horvath, 2007; Heck, 2008, 2009; Cable, ms, a.o.). ⇒ A PF constraint! Data from Cable (ms): ✓ [[[ Whose brother]’s friend]’s father] did you see (22) a. ? b. * [The father of whose brother’s friend] did you see ? ✓ [ [ How big ] a (23) a. car ] did Bill buy ? b. * [ A [ how big ] car ] did Bill buy ? (cf Heck, 2008, 2009) 17 . .

  28. Pied-piping size and the interfaces ☞ Wh -phrases prefer to be near the lefu edge when pied-piped (Horvath, 2007; Heck, 2008, 2009; Cable, ms, a.o.). ⇒ A PF constraint! Data from Cable (ms): ✓ [[[ Whose brother]’s friend]’s father] did you see (22) a. ? b. * [The father of whose brother’s friend] did you see ? ✓ [ [ How big ] a (23) a. car ] did Bill buy ? b. * [ A [ how big ] car ] did Bill buy ? (cf Heck, 2008, 2009) 17 . .

  29. Pied-piping size and the interfaces Overt movement feeds PF and LF, while covert movement only feeds LF. ☞ The preference for pied-piping the largest possible constituent is the true preference of Core Syntax and LF. ☞ However , in cases where the movement feeds PF as well, the choice of pied-piping can be overridden by PF constraints. 18 . .

  30. Pied-piping size and the interfaces Overt movement feeds PF and LF, while covert movement only feeds LF. ☞ The preference for pied-piping the largest possible constituent is the true preference of Core Syntax and LF. ☞ However , in cases where the movement feeds PF as well, the choice of pied-piping can be overridden by PF constraints. 18 . .

  31. Pied-piping size and the interfaces Overt movement feeds PF and LF, while covert movement only feeds LF. ☞ The preference for pied-piping the largest possible constituent is the true preference of Core Syntax and LF. ☞ However , in cases where the movement feeds PF as well, the choice of pied-piping can be overridden by PF constraints. 18 . .

  32. Theory of intervention and pied-piping 19 . .

  33. Focus intervention A question can be computed through movement and/or Rooth-Hamblin alternative computation (Hamblin, 1973; Karttunen, 1977; Rooth, 1985): (24) a. Interpretation through movement: LF: wh . C . . · · · b. Interpretation through alternative computation: . . LF: C i wh i . Beck (2006): Computation of Rooth-Hamblin alternatives can be interrupted by focus interveners Op , such as only , even , focus-sensitive negation, etc. (25) Intervener blocks interpretation of wh -alternatives by C: . . . * LF: Op wh i .. C i Cable (2007): this mechanism can explain intervention inside wh -pied-piping constituents... 20 . . C south pt A

  34. Focus intervention A question can be computed through movement and/or Rooth-Hamblin alternative computation (Hamblin, 1973; Karttunen, 1977; Rooth, 1985): (24) a. Interpretation through movement: LF: wh . C . . · · · b. Interpretation through alternative computation: . . LF: C i wh i . Beck (2006): Computation of Rooth-Hamblin alternatives can be interrupted by focus interveners Op , such as only , even , focus-sensitive negation, etc. (25) Intervener blocks interpretation of wh -alternatives by C: . . . * LF: Op wh i .. C i Cable (2007): this mechanism can explain intervention inside wh -pied-piping constituents... 20 . . C south pt A

  35. Focus intervention A question can be computed through movement and/or Rooth-Hamblin alternative computation (Hamblin, 1973; Karttunen, 1977; Rooth, 1985): (24) a. Interpretation through movement: LF: wh . C . . · · · b. Interpretation through alternative computation: . . LF: C i wh i . Beck (2006): Computation of Rooth-Hamblin alternatives can be interrupted by focus interveners Op , such as only , even , focus-sensitive negation, etc. (25) Intervener blocks interpretation of wh -alternatives by C: . . . * LF: Op wh i .. C i Cable (2007): this mechanism can explain intervention inside wh -pied-piping constituents... 20 . . C south pt A

  36. Focus intervention A question can be computed through movement and/or Rooth-Hamblin alternative computation (Hamblin, 1973; Karttunen, 1977; Rooth, 1985): (24) a. Interpretation through movement: LF: wh . C . . · · · b. Interpretation through alternative computation: . . LF: C i wh i . Beck (2006): Computation of Rooth-Hamblin alternatives can be interrupted by focus interveners Op , such as only , even , focus-sensitive negation, etc. (25) Intervener blocks interpretation of wh -alternatives by C: . . . * LF: Op wh i .. . C i A Cable (2007): this mechanism can explain intervention inside wh -pied-piping constituents... 20 . .

  37. Focus intervention A question can be computed through movement and/or Rooth-Hamblin alternative computation (Hamblin, 1973; Karttunen, 1977; Rooth, 1985): (24) a. Interpretation through movement: LF: wh . C . . · · · b. Interpretation through alternative computation: . . LF: C i wh i . Beck (2006): Computation of Rooth-Hamblin alternatives can be interrupted by focus interveners Op , such as only , even , focus-sensitive negation, etc. (25) Intervener blocks interpretation of wh -alternatives by C: . . . * LF: Op wh i .. . C i A Cable (2007): this mechanism can explain intervention inside wh -pied-piping constituents... 20 . .

  38. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . [ QP Q . A picture of which president] λ x (27) . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  39. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . [ QP Q . A picture of which president] λ x (27) . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  40. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . [ QP Q . A picture of which president] λ x (27) . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  41. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . (27) [ QP Q . A picture of which president] λ x . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  42. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . (27) [ QP Q . A picture of which president] λ x . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  43. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . (27) [ QP Q . A picture of which president] λ x . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  44. Interpreting pied-piping Cable (2007): pied-piping is QP-movement • A Q-particle adjoins to a position above the wh -phrase. The complementizer attracts the QP. (26) Jim owns [ QP Q a picture [ QP Q of [ QP Q which president ] a. [ QP Q Which president] does Jim own a picture of ? b. [ QP Q Of which president] does Jim own a picture ? c. [ QP Q A picture of which president] does Jim own ? The wh -word inside the QP is interpreted through focus alternatives. . (27) [ QP Q . A picture of which president] λ x . does Jim own x .? . . . . Rooth-Hamblin alternatives movement . . 21

  45. Intervention in overt pied-piping (25) Intervener blocks interpretation of wh -alt.’s by C: (Beck, 2006) . . . * LF: C i Op wh i . (28) Intervener blocks interpretation of wh -alt.’s by Q: (Cable, 2007) ✓ LF: [ QP . . . Q i Op wh i ... ] .. (5) Intervention in pied-piped constituents: (Cable, 2007) [ QP Q ... INTERVENABLE ... wh ...] C ... . . . (4b) Intervention in overt pied-piping: (Cable, 2007, cf S&H, 2003) * [ QP Q No picture of which president] hangs in Jim’s office? . . 22

  46. Intervention in overt pied-piping (25) Intervener blocks interpretation of wh -alt.’s by C: (Beck, 2006) . . . * LF: C i Op wh i . (28) Intervener blocks interpretation of wh -alt.’s by Q: (Cable, 2007) ✓ LF: [ QP . . . Q i Op wh i ... ] .. (5) Intervention in pied-piped constituents: (Cable, 2007) [ QP Q ... INTERVENABLE ... wh ...] C ... . . . (4b) Intervention in overt pied-piping: (Cable, 2007, cf S&H, 2003) * [ QP Q No picture of which president] hangs in Jim’s office? . . 22

  47. Intervention in overt pied-piping (25) Intervener blocks interpretation of wh -alt.’s by C: (Beck, 2006) . . . * LF: C i Op wh i . (28) Intervener blocks interpretation of wh -alt.’s by Q: (Cable, 2007) . . . * LF: [ QP Q i Op wh i ... ] .. (5) Intervention in pied-piped constituents: (Cable, 2007) [ QP Q ... INTERVENABLE ... wh ...] C ... . . . (4b) Intervention in overt pied-piping: (Cable, 2007, cf S&H, 2003) * [ QP Q No picture of which president] hangs in Jim’s office? . . 22

  48. Intervention in overt pied-piping (25) Intervener blocks interpretation of wh -alt.’s by C: (Beck, 2006) . . . * LF: C i Op wh i . (28) Intervener blocks interpretation of wh -alt.’s by Q: (Cable, 2007) . . . * LF: [ QP Q i Op wh i ... ] .. (5) Intervention in pied-piped constituents: (Cable, 2007) [ QP Q ... INTERVENABLE ... wh ...] C ... . . . (4b) Intervention in overt pied-piping: (Cable, 2007, cf S&H, 2003) * [ QP Q No picture of which president] hangs in Jim’s office? . . 22

  49. Intervention in overt pied-piping (25) Intervener blocks interpretation of wh -alt.’s by C: (Beck, 2006) . . . * LF: C i Op wh i . (28) Intervener blocks interpretation of wh -alt.’s by Q: (Cable, 2007) . . . * LF: [ QP Q i Op wh i ... ] .. (5) Intervention in pied-piped constituents: (Cable, 2007) [ QP Q ... INTERVENABLE ... wh ...] C ... . . . (4b) Intervention in overt pied-piping: (Cable, 2007, cf S&H, 2003) * [ QP Q No picture of which president] hangs in Jim’s office? . . 22

  50. Intervention in covert pied-piping ☞ Cable’s (2007) application of Beck’s (2006) theory to intervention within QPs predicts that, if covert pied-piping exists , it should be interveneable: (9) Intervention in covert pied-piping: ... . C ... [ QP Q ... INTERVENABLE ... wh ...] . . (13) * I know [ which student read [ QP Q no book from which library]]. ✓ I know [ which student didn’t read [ QP Q a book from which l.]]. (20) This discussion theoretically grounds our use of focus intervention as a diagnostic for covert pied-piping. 23 . .

  51. Intervention in covert pied-piping ☞ Cable’s (2007) application of Beck’s (2006) theory to intervention within QPs predicts that, if covert pied-piping exists , it should be interveneable: (9) Intervention in covert pied-piping: ... . C ... [ QP Q ... INTERVENABLE ... wh ...] . . (13) * I know [ which student read [ QP Q no book from which library]]. ✓ I know [ which student didn’t read [ QP Q a book from which l.]]. (20) This discussion theoretically grounds our use of focus intervention as a diagnostic for covert pied-piping. 23 . .

  52. Intervention in covert pied-piping ☞ Cable’s (2007) application of Beck’s (2006) theory to intervention within QPs predicts that, if covert pied-piping exists , it should be interveneable: (9) Intervention in covert pied-piping: ... . C ... [ QP Q ... INTERVENABLE ... wh ...] . . (13) * I know [ which student read [ QP Q no book from which library]]. ✓ I know [ which student didn’t read [ QP Q a book from which l.]]. (20) This discussion theoretically grounds our use of focus intervention as a diagnostic for covert pied-piping. 23 . .

  53. Pied-piping in focus constructions . . 24

  54. Intervention outside of wh -questions ☞ The Beck (2006) theory of focus intervention predicts intervention not just between wh and C/Q, but anywhere where Rooth-Hamblin alternatives are computed . (29) Intervener blocks interpretation of wh -alternatives: . . . * LF: Op wh i . C/Q i (30) Intervener blocks interpretation of focus alternatives: ✓ LF: . . . Op j X F , i .. Op i ☞ Beck (2006) discusses this prediction but fails to find concrete evidence for it. In this section, we will provide the missing data, by examining pied-piping in focus constructions. 25 . .

  55. Intervention outside of wh -questions ☞ The Beck (2006) theory of focus intervention predicts intervention not just between wh and C/Q, but anywhere where Rooth-Hamblin alternatives are computed . (29) Intervener blocks interpretation of wh -alternatives: . . . * LF: Op wh i . C/Q i (30) Intervener blocks interpretation of focus alternatives: ✓ LF: . . . Op j X F , i .. Op i ☞ Beck (2006) discusses this prediction but fails to find concrete evidence for it. In this section, we will provide the missing data, by examining pied-piping in focus constructions. 25 . .

  56. Intervention outside of wh -questions ☞ The Beck (2006) theory of focus intervention predicts intervention not just between wh and C/Q, but anywhere where Rooth-Hamblin alternatives are computed . (29) Intervener blocks interpretation of wh -alternatives: . . . * LF: Op wh i . C/Q i (30) Intervener blocks interpretation of focus alternatives: . . . Op j X F , i .. * LF: Op i ☞ Beck (2006) discusses this prediction but fails to find concrete evidence for it. In this section, we will provide the missing data, by examining pied-piping in focus constructions. 25 . .

  57. Intervention outside of wh -questions ☞ The Beck (2006) theory of focus intervention predicts intervention not just between wh and C/Q, but anywhere where Rooth-Hamblin alternatives are computed . (29) Intervener blocks interpretation of wh -alternatives: . . . * LF: Op wh i . C/Q i (30) Intervener blocks interpretation of focus alternatives: . . . Op j X F , i .. * LF: Op i ☞ Beck (2006) discusses this prediction but fails to find concrete evidence for it. In this section, we will provide the missing data, by examining pied-piping in focus constructions. 25 . .

  58. Pied-piping in overt focus movement The pivot in English it -clefus can be considered to be a form of pied-piping movement (Krifka, 2006): (31) Pied-piping in it -clefus: John read a . book from THIS F library . . . . . a. It’s [THIS F library] that John read a book from . b. It’s [from THIS F library] that John read a book . c. It’s [a book from THIS F library] that John read . 26 . .

  59. Pied-piping in overt focus movement The pivot in English it -clefus can be considered to be a form of pied-piping movement (Krifka, 2006): (31) Pied-piping in it -clefus: John read a . book from THIS F library . . . . . a. It’s [THIS F library] that John read a book from . b. It’s [from THIS F library] that John read a book . c. It’s [a book from THIS F library] that John read . 26 . .

  60. Pied-piping in overt focus movement The pivot in English it -clefus can be considered to be a form of pied-piping movement (Krifka, 2006): (31) Pied-piping in it -clefus: John read a . book from THIS F library . . . . . a. It’s [THIS F library] that John read a book from . b. It’s [from THIS F library] that John read a book . c. It’s [a book from THIS F library] that John read . 26 . .

  61. Pied-piping in overt focus movement The pivot in English it -clefus can be considered to be a form of pied-piping movement (Krifka, 2006): (31) Pied-piping in it -clefus: John read a . book from THIS F library . . . . . a. It’s [THIS F library] that John read a book from . b. It’s [from THIS F library] that John read a book . c. It’s [a book from THIS F library] that John read . 26 . .

  62. Intervention in it -clefus The it -clefu associates with focus inside the pivot (Jackendoff, 1972; Krifka, 2006). Therefore it -clefus are interpreted using both movement and alternative computation, much like wh -pied-piping: . [ pied-piping a . book from THIS F library] λ x (32) It’s . John read x .. . . . . Rooth-Hamblin alternatives movement Viewing clefu pivots in this light, Beck (2006) expects focus intervention inside the pivot. We argue that such intervention does occur: (33) Intervention in it -clefu pivots: a. * It’s [ no book from THIS F library] that John’s read . ✓ It’s [ from THIS F library] that John’s read no book b. . ✓ It’s [THIS F library] that John’s read no book from c. . . . 27

  63. Intervention in it -clefus The it -clefu associates with focus inside the pivot (Jackendoff, 1972; Krifka, 2006). Therefore it -clefus are interpreted using both movement and alternative computation, much like wh -pied-piping: . [ pied-piping a . book from THIS F library] λ x (32) It’s . John read x .. . . . . Rooth-Hamblin alternatives movement Viewing clefu pivots in this light, Beck (2006) expects focus intervention inside the pivot. We argue that such intervention does occur: (33) Intervention in it -clefu pivots: a. * It’s [ no book from THIS F library] that John’s read . ✓ It’s [ from THIS F library] that John’s read no book b. . ✓ It’s [THIS F library] that John’s read no book from c. . . . 27

  64. Intervention in it -clefus The it -clefu associates with focus inside the pivot (Jackendoff, 1972; Krifka, 2006). Therefore it -clefus are interpreted using both movement and alternative computation, much like wh -pied-piping: . [ pied-piping a . book from THIS F library] λ x (32) It’s . John read x .. . . . . Rooth-Hamblin alternatives movement Viewing clefu pivots in this light, Beck (2006) expects focus intervention inside the pivot. We argue that such intervention does occur: (33) Intervention in it -clefu pivots: a. * It’s [ no book from THIS F library] that John’s read . ✓ It’s [ from THIS F library] that John’s read no book b. . ✓ It’s [THIS F library] that John’s read no book from c. . . . 27

  65. Intervention in it -clefus The it -clefu associates with focus inside the pivot (Jackendoff, 1972; Krifka, 2006). Therefore it -clefus are interpreted using both movement and alternative computation, much like wh -pied-piping: . [ pied-piping a . book from THIS F library] λ x (32) It’s . John read x .. . . . . Rooth-Hamblin alternatives movement Viewing clefu pivots in this light, Beck (2006) expects focus intervention inside the pivot. We argue that such intervention does occur: (33) Intervention in it -clefu pivots: a. * It’s [ no book from THIS F library] that John’s read . ✓ It’s [ from THIS F library] that John’s read no book b. . ✓ It’s [THIS F library] that John’s read no book from c. . . . 27

  66. Intervention in it -clefus The it -clefu associates with focus inside the pivot (Jackendoff, 1972; Krifka, 2006). Therefore it -clefus are interpreted using both movement and alternative computation, much like wh -pied-piping: . [ pied-piping a . book from THIS F library] λ x (32) It’s . John read x .. . . . . Rooth-Hamblin alternatives movement Viewing clefu pivots in this light, Beck (2006) expects focus intervention inside the pivot. We argue that such intervention does occur: (33) Intervention in it -clefu pivots: a. * It’s [ no book from THIS F library] that John’s read . ✓ It’s [ from THIS F library] that John’s read no book b. . ✓ It’s [THIS F library] that John’s read no book from c. . . . 27

  67. In-situ Association with Focus Rooth (1985, 1992): F-marked constituents stay in-situ and are interpreted through focus alternative computation. (34) In-situ Association with Focus: I only read a book from THIS F library. . . . Under this approach to Association with Focus, Beck (2006) predicts that the entire region between only and the F-marked constituent is intervenable. However this is not the case: (35) Lack of intervention in in-situ focus constructions: ✓ I only didn’t read a book from THIS F library. 28 . .

  68. In-situ Association with Focus Rooth (1985, 1992): F-marked constituents stay in-situ and are interpreted through focus alternative computation. (34) In-situ Association with Focus: I only read a book from THIS F library. . . . Under this approach to Association with Focus, Beck (2006) predicts that the entire region between only and the F-marked constituent is intervenable. However this is not the case: (35) Lack of intervention in in-situ focus constructions: ✓ I only didn’t read a book from THIS F library. 28 . .

  69. In-situ Association with Focus Rooth (1985, 1992): F-marked constituents stay in-situ and are interpreted through focus alternative computation. (34) In-situ Association with Focus: I only read a book from THIS F library. . . . Under this approach to Association with Focus, Beck (2006) predicts that the entire region between only and the F-marked constituent is intervenable. However this is not the case: (35) Lack of intervention in in-situ focus constructions: ✓ I only didn’t read a book from THIS F library. 28 . .

  70. In-situ association through covert movement Another approach to Association with Focus argues that it involves covert movement of the F-marked constituent with pied-piping (Drubig, 1994; Krifka, 2006; Wagner, 2006, cf Chomsky 1976). (36) Focus association through covert movement: I ... . only read a book from THIS F library. . . Moreover, the F-marked constituent is then interpreted through Rooth-Hamblin alternatives, inside the pied-piped constituent (Horvath, 2000; Krifka, 2006; Wagner, 2006). ☞ Under this view, we predict an intervenable region right above the F-marked constituent. We argue that that is indeed the case. (37) Intervention in in-situ focus: * I only read [ covert pied-piping no book from THIS F library]. The contrast in (37) shows that, like with wh -movement, the largest possible constituent is covertly pied-piped. 29 . .

  71. In-situ association through covert movement Another approach to Association with Focus argues that it involves covert movement of the F-marked constituent with pied-piping (Drubig, 1994; Krifka, 2006; Wagner, 2006, cf Chomsky 1976). (36) Focus association through covert movement: I ... . only read a book from THIS F library. . . Moreover, the F-marked constituent is then interpreted through Rooth-Hamblin alternatives, inside the pied-piped constituent (Horvath, 2000; Krifka, 2006; Wagner, 2006). ☞ Under this view, we predict an intervenable region right above the F-marked constituent. We argue that that is indeed the case. (37) Intervention in in-situ focus: * I only read [ covert pied-piping no book from THIS F library]. The contrast in (37) shows that, like with wh -movement, the largest possible constituent is covertly pied-piped. 29 . .

  72. In-situ association through covert movement Another approach to Association with Focus argues that it involves covert movement of the F-marked constituent with pied-piping (Drubig, 1994; Krifka, 2006; Wagner, 2006, cf Chomsky 1976). (36) Focus association through covert movement: I ... . only read a book from THIS F library. . . Moreover, the F-marked constituent is then interpreted through Rooth-Hamblin alternatives, inside the pied-piped constituent (Horvath, 2000; Krifka, 2006; Wagner, 2006). ☞ Under this view, we predict an intervenable region right above the F-marked constituent. We argue that that is indeed the case. (37) Intervention in in-situ focus: * I only read [ covert pied-piping no book from THIS F library]. The contrast in (37) shows that, like with wh -movement, the largest possible constituent is covertly pied-piped. 29 . .

  73. In-situ association through covert movement Another approach to Association with Focus argues that it involves covert movement of the F-marked constituent with pied-piping (Drubig, 1994; Krifka, 2006; Wagner, 2006, cf Chomsky 1976). (36) Focus association through covert movement: I ... . only read a book from THIS F library. . . Moreover, the F-marked constituent is then interpreted through Rooth-Hamblin alternatives, inside the pied-piped constituent (Horvath, 2000; Krifka, 2006; Wagner, 2006). ☞ Under this view, we predict an intervenable region right above the F-marked constituent. We argue that that is indeed the case. (37) Intervention in in-situ focus: * I only read [ covert pied-piping no book from THIS F library]. The contrast in (37) shows that, like with wh -movement, the largest possible constituent is covertly pied-piped. 29 . .

  74. In-situ association through covert movement Another approach to Association with Focus argues that it involves covert movement of the F-marked constituent with pied-piping (Drubig, 1994; Krifka, 2006; Wagner, 2006, cf Chomsky 1976). (36) Focus association through covert movement: I ... . only read a book from THIS F library. . . Moreover, the F-marked constituent is then interpreted through Rooth-Hamblin alternatives, inside the pied-piped constituent (Horvath, 2000; Krifka, 2006; Wagner, 2006). ☞ Under this view, we predict an intervenable region right above the F-marked constituent. We argue that that is indeed the case. (37) Intervention in in-situ focus: * I only read [ covert pied-piping no book from THIS F library]. The contrast in (37) shows that, like with wh -movement, the largest possible constituent is covertly pied-piped. 29 . .

  75. Intervention in in-situ association We provide the missing data point for Beck’s (2006) prediction that all regions of Rooth-Hamblin alternative computation are intervenable. ☞ We have shown that intervention does occur in Association with Focus constructions: inside the pied-piping of covert focus movement. (37) * I only read [ covert pied-piping no book from THIS F library]. ✓ I only didn’t read [ covert pied-piping a book from THIS F library]. (35) This parallels the pattern of intervention with covert wh -pied-piping: (13) * I know [ which s. read [ covert pied-piping no book from which library]]. ✓ I know [ which s. didn’t read [ covert pied-piping a book from which l.]]. (20) 30 . .

  76. Intervention in in-situ association We provide the missing data point for Beck’s (2006) prediction that all regions of Rooth-Hamblin alternative computation are intervenable. ☞ We have shown that intervention does occur in Association with Focus constructions: inside the pied-piping of covert focus movement. (37) * I only read [ covert pied-piping no book from THIS F library]. ✓ I only didn’t read [ covert pied-piping a book from THIS F library]. (35) This parallels the pattern of intervention with covert wh -pied-piping: (13) * I know [ which s. read [ covert pied-piping no book from which library]]. ✓ I know [ which s. didn’t read [ covert pied-piping a book from which l.]]. (20) 30 . .

  77. Intervention in in-situ association We provide the missing data point for Beck’s (2006) prediction that all regions of Rooth-Hamblin alternative computation are intervenable. ☞ We have shown that intervention does occur in Association with Focus constructions: inside the pied-piping of covert focus movement. (37) * I only read [ covert pied-piping no book from THIS F library]. ✓ I only didn’t read [ covert pied-piping a book from THIS F library]. (35) This parallels the pattern of intervention with covert wh -pied-piping: (13) * I know [ which s. read [ covert pied-piping no book from which library]]. ✓ I know [ which s. didn’t read [ covert pied-piping a book from which l.]]. (20) 30 . .

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