What's the difference between prenominal and pronominal?
Prenominal
Definition:
(a.) Serving as a prefix in a compound name.
Example Sentences:
(1) The utterances investigated were Dutch noun phrases with a prenominal adjective (e.g., het groene huis--the green house).
(2) In a multiple baseline design across behaviors, model sentences were projected and token reinforcment and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenomial adjectives plus adverbs.
(3) When the instructional package was implemented, all students demonstrated significant increases in response rate, accuracy, and percentage of correct sentences including prenominal adjectives and adverbs.
(4) This paper presents a study of young children's understanding of a constraint on English word order, which is that pronouns and proper names cannot be modified by prenominal adjectives.
Pronominal
Definition:
(a.) Belonging to, or partaking of the nature of, a pronoun.
Example Sentences:
(1) When most utterances were long enough to include pronominal prefixes as well as roots, morphological structure was apparently discovered.
(2) A formalism for analyzing pronominal cohesion was developed and applied to the narrative discourse of three hemidecorticate adolescents.
(3) We measured the frequency of subjects (Study 1); types of pronominal subjects, including expletives (Study 2); frequency of modals and semi-auxiliaries (Study 3); frequency of infinitival to, past tense, third person singular, and subordinate clauses (Study 4); length of verb phrase, frequency of different types of verbs, and frequency of direct objects (Study 5).
(4) Eighty-one children ranging in age from 3;1 to 8;0 and eight adults acted out four types of pronominal sentences.
(5) Comprehension and production of first- and second-person pronouns were longitudinally examined from 1;7 to 2;10 to test three hypotheses concerning pronominal errors: pronominal errors are a result of either (a) semantic confusion, (b) simple imitation, or (c) confusion between self and others.
(6) Dependent variables included lexicalization versus ellipsis, pronominalization, and definite and indefinite article use.
(7) In particle verb constructions, pronominal objects were placed immediately after the verb in all but a few cases ("He's pushing it over" not "He's pushing over it").
(8) These pronominal uses were analysed in a number of semantic contexts to determine how interactive situations influence the use of different types of pronouns.
(9) The present study investigated if pronominal errors in autistic children can be explained by this alternative hypothesis.
(10) The present study explores pronominal reference in relation to wh questions.
(11) A method of teaching was devised to establish a system of pronominal reference, which enabled this adolescent girl to comprehend and produce wh questions.
(12) Persistent pronominal errors in autistic children have been attributed either to a psychosocial deficit or to a linguistic or cognitive deficit.
(13) Even our lowest-MLU American group (5 children between 1.5 and 1.99) used subjects and pronominal subjects more than twice as often as the Italian children, and correctly case-marked their subjects.
(14) The wh question requires a pronominal reference system to be well-established before the wh question can be comprehended and produced.
(15) Children produced pronominal and full NP objects of sequences corresponding to PPs and verb-plus-particle in the adult grammar.
(16) Prepositions freely took both pronominal and full NP objects ("He's jumping over it."
(17) This presentation includes discussion of 1) when personal, reflexive, possessive, and indefinite pronominal forms appear in child-initiated contexts, 2) which errors emerge, and 3) which communicative functions utterances with pronouns have in dialogue.
(18) However, recent studies of normal children suggest that the failure to observe pronouns in speech addressed to another person is a major reason children show pronominal errors.
(19) The number of cohesive ties increased with both age and MLU, due to increased pronominal reference and conjunctions (while clausal and verbal ellipsis decreased).
(20) Clear evidence for the alternative hypothesis was obtained for second person pronouns, suggesting that pronominal errors in autistic children can be interpreted within the framework of normal language development.