Some more targeted thoughts:
- The way Lidz used analysis by synthesis on p.203 seemed much more in line with what I thought it was compared to some of the definitions of AxS we saw in last time's reading.
- I thought the 18-month-old constituent knowledge was interesting, but it wasn't as convincing to me as some of the later examples since infants at that age do have experience with constituents moving in their native language - so it's not like they haven't ever seen constituents moving before. In contrast, the interpretations connected with the Spanish & Kannada dative alternations are not something children seemed to encounter very much at all in the input. The same goes for the generic vs. existential interpretations on bare nouns.