Abstract Intervention effects have been thoroughly studied in formal syntax in the domain of weak islands. They also have recently been appealed to in the study of language acquisition, to capture certain difficulties that young children manifest in the mastery of some object A’-bar dependencies (relatives, questions, topicalizations). Can one unify such distinct utilizations of the concept of intervention under a single formal locality principle? This paper explores the possibility of a unitary approach by proposing solutions for observed discrepancies between the effects in adults and children, and more generally between the different utilizations of the concept of intervention in recent work on adult grammar and language acquisition. Relativized Minimality (RM) is seen as a formal principle penalizing configurations as a function of the distinctness between target and intervener in local relations, where distinctness is precisely expressed as a grammar-based notion. A unitary system consisting of RM and an explicit distinctness hierarchy is argued to be operative in intervention effects in grammar and language acquisition.

中文翻译：

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语法和语言习得的干预效果

摘要在弱岛域中，对干预效果已进行了形式语法的深入研究。他们最近在语言习得研究中也被吸引，以捕捉幼儿在掌握某些对象A'-bar依赖项（亲戚，问题，话题化）时表现出的某些困难。可以在一种正式的地方性原则下统一使用这种不同的干预概念吗？本文通过提出解决方案来解决在成人和儿童之间的影响，以及更普遍地在成人语法和语言习得的最新工作中对干预概念的不同利用之间的差异，探索了采用统一方法的可能性。相对最小化（RM）被视为一种形式化的原则，它根据目标和干预者在局部关系中的区别来惩罚配置，其中区别被精确地表达为基于语法的概念。据认为，由RM和明确的不同等级组成的单一系统可有效地干预语法和语言习得。