Testing a computational model of causative overgeneralizations: Child judgment and production data from English, Hebrew, Hindi, Japanese and K’iche’

How do language learners avoid the production of verb argument structure overgeneralization errors (*The clown laughed the man c.f. The clown made the man laugh), while retaining the ability to apply such generalizations productively when appropriate? This question has long been seen as one that is both particularly central to acquisition research and particularly challenging. Focussing on causative overgeneralization errors of this type, a previous study reported a computational model that learns, on the basis of corpus data and human-derived verb-semantic-feature ratings, to predict adults’ by-verb preferences for less- versus more-transparent causative forms (e.g., * The clown laughed the man vs The clown made the man laugh) across English, Hebrew, Hindi, Japanese and K’iche Mayan. Here, we tested the ability of this model (and an expanded version with multiple hidden layers) to explain binary grammaticality judgment data from children aged 4;0-5;0, and elicited-production data from children aged 4;0-5;0 and 5;6-6;6 (N=48 per language). In general, the model successfully simulated both children’s judgment and production data, with correlations of r=0.5-0.6 and r=0.75-0.85, respectively, and also generalized to unseen verbs. Importantly, learners of all five languages showed some evidence of making the types of overgeneralization errors – in both judgments and production – previously observed in naturalistic studies of English (e.g., *I’m dancing it). Together with previous findings, the present study demonstrates that a simple learning model can explain (a) adults’ continuous judgment data, (b) children’s binary judgment data and (c) children’s production data (with no training of these datasets), and therefore constitutes a plausible mechanistic account of the acquisition of verbs’ argument structure restrictions.

A lexical semantic approach to the L2 acquisition of Spanish psych verbs

This study builds on prior research on second language (L2) Spanish psych verbs, which has centered on morphosyntactic properties, by examining their syntactic distribution, which relies on lexical semantic knowledge. The fact that certain forms are licensed for some verbs, but not others, is the result of an underlying lexical semantic difference across verb classes, represented here as a difference in formal feature strength. To fully acquire the relevant grammatical distribution, L2 learners must successfully acquire (i) licensing restrictions on argument structure and (ii) underlying lexical semantic representations of individual verbs. Three groups of L2 learners ( n = 66) and a group of native Spanish speakers ( n = 19) completed two judgment tasks (one with aural stimuli and one with written stimuli) which presented object experiencer psych verbs in multiple argument structures. Results show that advanced L2 learners are largely sensitive to the distribution tested here; however, while they have acquired relevant licensing restrictions, they may associate fixed feature settings with verbs that allow variable feature settings. These results are consistent with predictions made by the Feature Reassembly Hypothesis and highlight the role of lexical semantic features in second language acquisition.

The role of semiotics in the unification of langue and parole: an Agentive Cognitive Construction Grammar approach to English modals

This article introduces Agentive Cognitive Construction Grammar, an emerging field that seeks to connect the linguistic system with speaker-meaning. The stated purpose is thus to tackle a pervasive disconnect in both cognitive linguistics and construction grammar, whereby the linguistic system (langue) and speaker selections (parole) are separated in the belief that language is essentially a mental process associated with the brain, and hence, separated from bodily experience. I contend this view by introducing a triadic model of construction (based on the Peircean sign) in which form and function are inextricably bound up with agency. This is possible because language is tethered to senses of movement and balance that connect experiences with the physical world with the mental. A major insight of the paper is that argument structure constructions partake of both linguistic and non-linguistic signs, which provides speakers with a means to verbalize their thoughts and distribute agency in specific events.

A Systematically Conducted Scoping Review of the Evidence and Fidelity of Treatments for Verb and Sentence Deficits in Aphasia: Sentence Treatments

Purpose: This review article synthesizes and evaluates the evidence for sentence production treatments in aphasia, systematically charting impairment-based and functional communication outcomes. It reports (a) the level of evidence and fidelity of sentence treatments; (b) the impact of treatment on production of trained and untrained verbs and sentences, functional communication, and discourse; and (c) the potential active ingredients of treatment. Method: The search included studies from January 1980 to June 2019. The level of evidence of each study was documented, as was fidelity in terms of treatment delivery, enactment, and receipt. Studies were also categorized according to treatment methods used. Results: Thirty-three studies were accepted into the review and predominantly constituted Level 4 evidence (e.g., case control studies and case series). Thirty studies (90%) described treatment in sufficient detail to allow replication, but dosage was poorly reported, and fidelity of treatment was rarely assessed. The most commonly reported treatment techniques were mapping (10 studies: 30%), predicate argument structure treatment (six studies: 18%), and verb network strengthening treatment (five studies: 15%). Production of trained sentences improved for 83% of participants, and improvements generalized to untrained sentences for 59% of participants. Functional communication was rarely assessed, but discourse production improved for 70% of participants. Conclusions: The evidence for sentence treatments is predominantly generated from Level 4 studies. Treatments were effective for the majority of participants regarding trained sentence and discourse production. However, there is inconsistent use of statistical analysis to verify improvements, and diverse outcome measures are used, which makes interpretation of the evidence difficult. The quality of sentence treatment research would be improved by agreeing a core set of outcome measures and extended by ascertaining the views of participants on sentence treatments.

Polysemy and Apparent Polyfunctionality of the Sakhalin Ainu Prefixes e- and ko-

The present study focuses on the polysemous verbal prefixes e- and ko- of Sakhalin Ainu and proposes their analysis as markers of high transitivity. The author takes a compositional approach to argument structure and event structure in order to account for the main use of e- and ko- as applicative markers as well as for their less common use as markers of resultative-completive and intensive aspect. Ultimately, the analysis shows that the apparent polyfunctionality of e- and ko- arises from two separate applications at the syntax-semantics level of one same underlying function of the prefixes. The author also comments on how the Sakhalin Ainu case fits in with other cases of valence-aspect conceptual overlapping cross-linguistically and on the implications of his findings for Ainu studies specifically.

Children develop causatives despite pervasive ellipsis: Evidence from Turkish

Children use causative verbs in language to express causality. The learning of causatives relies on cues in children's interaction with caregivers. Argument structure has been widely posited as a facilitative cue for learning causatives. However, it may lack reliability due to ellipsis allowed in many languages, thus affecting children's acquisition of causatives. In this study, we investigate the role of object ellipsis in the learning of two prevalent types of causatives, namely lexical and morphological causatives. We take Turkish as a test case, which employs both types of causatives. The results show that the ellipsis in child-directed speech is pervasive in both causatives, with morphological causatives exhibiting a substantially lower proportion of ellipsis. However, by examining children's developmental trajectory, we show that lexical causatives develop with a pattern strikingly similar to the general development of verbs, whereas morphological causatives develop more slowly, despite less object ellipsis and explicit morphological marking. The findings suggest that argument structure may not play a major role in the learning of causatives. Our general conclusion is that children acquire causatives despite the challenge posed by pervasive ellipsis.

Another look at the interaction between verbs and constructions

Despite the wealth of literature on English resultatives, there still remain a number of issues that have not been squarely addressed. This paper addresses two of them through a case study of resultatives based on wipe. First, while the existence of resultatives with objects not selected by verbs is well-known in the literature (e.g., wipe the crumbs off the table/*wipe the crumbs), few studies have addressed the issue of exactly which entities may appear as non-selected objects. Second, there are resultatives whose form is to be analyzed as a mixture of the verb’s lexically-specified syntactic frame and the syntactic frame of resultatives (e.g. wipe the blade clean on his skin coat), but such resultatives have been neglected in previous studies. In order to find an answer to the first issue, this paper adopts a force-recipient account, according to which the post-verbal NP of a resultative is a force-recipient (cf. Croft 1990, 1991, 1998, 2012). It is shown that non-selected objects like crumbs are indeed force-recipients in a conceptual scene. As for the second issue, such resultatives can be accommodated by means of a constructional analysis which holds that verbs contribute the semantics of the resulting expression, and that argument structure constructions simply enable the verb meaning to take its form. Together, these findings indicate that verbs play a far more important role than argument structure constructions in effecting the syntax and semantics of the resulting expression.