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However, a cross-linguistic examination of the inversion strategy reveals that it is extremely rare outside Europe; moreover, Hup's useof inversion in polar questions is consistent with Hup's discourse strategy of fronting focused constituents and is thus clearlymotivated. These observations lead to a reevaluation of Greenberg's Universal #11 as simply an artifact of the European linguisticarea.Ardis Eschenberg (Nebraska Indian Community College) Session 94Alice Saunsoci (Nebraska Indian Community College)Ablaut in Umo n ho nIn Umo n ho n (Omaha), a Mississippi Valley Siouan language, verbs which end in -e in the first and second singular subject forms endin -a in all plural person forms. Also, these verbs also often end in -a in the third person singular forms. Thus, this alternation, whichhas been labeled as ‘ablaut’, does not simply vary based on a plurality distinction or person distinction. I explore the concept ofablaut, maintaining that it is generally morphologically conditioned, following Koontz 1984 but further refines the rules conditioningit to include pragmatic conditioning.Christina Esposito (Macalester College) Session 21The effects of linguistic experience on the perception of phonationHow do judgments of listeners with phonemic phonation contrasts differ from those of listeners with allophonic distinctions/nocontrast at all? What are the acoustic correlates of phonation perception? Gujarati (contrasts breathy vs modal), Spanish (nobreathiness) and English (allophonic breathiness) listeners judged breathy and modal stimuli from many languages. Gujaratis betterdistinguished breathy and modal stimuli than other listeners. English listeners were no better than Spanish. Gujaratis relied on H1-H2, the measure associated with their phonation production. English listeners relied weakly on H1-H2, the measure associated withtheir phonation production. Spanish listeners relied on H1-H2.Bruno Estigarribia (Stanford University) Session 26English yes-no questions: Variation in adult input & criteria for acquisitionWhat is the role in language acquisition of input to children? I analyze longitudinal data from CHILDES to show that extensivelyapplied criteria for acquisition fail when we consider the variation in adult productions of English yes-no questions. We also explorehow this variation, also present in child-directed speech, influences language development, in particular how the distribution ofdifferent adult question types determines the shape of children's developmental path.Zarina Estrada Fernández (University of Sonora/Max Planck Institute for Evolutionary Anthropology, Leipzig) Session 98Lexical borrowing in Yaqui: A Loanword Typology perspectiveThe Loanword Typology project developed by the EVA-Max Planck Institute has established as its main goal the systematicdocumentation of loanwords patterns in languages from different parts of the world. The main results of this project will focus on theconstruction of a database as well on the publication of a volume where the main findings will be discussed. I deal with somemethodological issues--the difficulties in the exact dating of a borrowing and the difficulties in determining the source language ofborrowings, e.g. the loanword limeete 'glass'.Zarina Estrada Fernández (University of Sonora/Max Planck Institute for Evolutionary Anthropology, Leipzig) Session 106Rolando Félix Armendáriz (University of Sonora)Middle voice in Uto-Aztecan languages of Northwest Mexico: Some similarities & differencesAccording to Kemmer 1993, 1994, cross-linguistically, middle constructions show an idiosyncratic behavior, that is, some maybehave as intransitives, others as middle, and a third group as transitives. I focus on the morphosyntactic properties of middle voiceconstructions in four Uto-Aztecan languages from northwest Mexico--Warihío, Yaqui, Pima Bajo, and Southern Tepehuan. Theanalysis of these four Uto-Aztecan languages shows that they could be organized along a continuum of transitivity. FollowingKemmer 1993, this continuum is as follows:S. Tepehuan Pima Bajo Yaqui Warihío-----------------------------------------------------------------------------------------------------------ReflexivesIntransitives117