跨语言获得约束性原则：文献综述

The acquisition of Binding Theory (Chomsky, 1981) has been a central battlefield in generative child language acquisition and Second Language Acquisition for over three decades. Cross-linguistic evidence demonstrates early, adult-like mastery of Principles A and C, consistent with Universal Grammar. However, children’s interpretation of Principle B has historically exhibited a pronounced delay—widely termed the Pronoun Interpretation Problem (PIP). This review provides a comprehensive synthesis of the theoretical and empirical literature surrounding the PIP. We highlight the traditional contra