0 a word that refers to a word used earlier in a sentence and replaces it, for example the word "it" in the sentence "Joe dropped a glass and it broke."
However, it is also possible that repeated anaphors have different resolution effects depending on a reader's age and stage of reading development.
When referential distance increases, nominal anaphors become more appropriate than pronominal anaphors for referring back.
Such strategies should also enable students to enrich their vocabularies over time, especially in the case of synonymy and paraphrase anaphors.
Indeed, it is the non-obligatory nature of anaphors which makes observing (and quantifying) their mastery most difficult.
Empirical support for this claim comes from the distribution of idiom chunks and from reconstruction effects in relative clauses containing anaphors and bound pronouns.
A cascaded method for anaphor and pronoun generation is proposed for handling pro-drop and discourse constraints on pronominalization.
This contrasts with pronouns (which must be free in their governing category) and anaphors (which must be bound in their governing category).
By contrast, (3b) shows that an element scrambled long distance cannot serve as the antecedent of a lexical anaphor.
