Research

This paper examines the acquisition of noun classes in Tsez, looking in particular at the role of noun-internal distributional cues to class. We present a new corpus of child-directed Tsez speech, analyzing it to determine the proportion of nouns that children hear with this predictive information and how often this is heard in conjunction with overt noun class agreement information. Additionally we present an elicited production experiment that uncovers asymmetries in the classification of nouns with predictive features in the corpus and by children and adults. We show that children use noun-internal distributional information as a cue to noun class out of proportion with its reliability. Instead, children are biased to use phonological over semantic information, despite a statistical asymmetry in the other direction. We end with a discussion of where such a bias could come from.

It is a truism that conceptual understanding of a hypothesis is required for its empirical investigation. However, the concept of recursion as articulated in the context of linguistic analysis has been perennially confused. Nowhere has this been more evident than in attempts to critique and extend Hauser et al.'s. (2002) articulation. These authors put forward the hypothesis that what is uniquely human and unique to the faculty of language—the faculty of language in the narrow sense (FLN)—is a recursive system that generates and maps syntactic objects to conceptual-intentional and sensory-motor systems. This thesis was based on the standard mathematical definition of recursion as understood by Gödel and Turing, and yet has commonly been interpreted in other ways, most notably and incorrectly as a thesis about the capacity for syntactic embedding. As we explain, the recursiveness of a function is defined independent of such output, whether infinite or finite, embedded or unembedded—existent or non-existent. And to the extent that embedding is a sufficient, though not necessary, diagnostic of recursion, it has not been established that the apparent restriction on embedding in some languages is of any theoretical import. Misunderstanding of these facts has generated research that is often irrelevant to the FLN thesis as well as to other theories of language competence that focus on its generative power of expression. This essay is an attempt to bring conceptual clarity to such discussions as well as to future empirical investigations by explaining three criterial properties of recursion: computability (i.e., rules in intension rather than lists in extension); definition by induction (i.e., rules strongly generative of structure); and mathematical induction (i.e., rules for the principled—and potentially unbounded—expansion of strongly generated structure). By these necessary and sufficient criteria, the grammars of all natural languages are recursive.

Filler–gap dependencies make strong demands on working memory in language comprehension because they cannot always be immediately resolved. In a series of three reading-time studies, we test the idea that these demands can be decomposed into active maintenance processes and retrieval events. Results indicate that the fact that a displaced phrase exists and the identity of its basic syntactic category both immediately impact comprehension at potential gap sites. In contrast, specific lexical details of the displaced phrase show an immediate effect only for short dependencies and a much later effect for longer dependencies. We argue that coarse-grained information about the filler is actively maintained and is used to make phrase structure parsing decisions, whereas finer grained information is more quickly released from active maintenance and consequently has to be retrieved at the gap site.

In this study we investigate young children’s knowledge of syntactic constraints on noun phrasereference, by testing 30-month-olds’ interpretation of two types of transitive sentences. In a preferential looking task, we find that children prefer different interpretations for transitive sentences whose object NP is a name (e.g., She’s patting Katie) as compared with those whose object NP is a reflexive pronoun (e.g., She’s patting herself). They map the former onto an other- directed event (one girl patting another) and the latter onto a self-directed event (one girl patting her own head). These preferences are carried by high-vocabulary children in the sample, and suggest that 30-month-olds have begun to distinguish between different types of transitive sentences. Children’s adult-like interpretations are consistent with adherence to Principles A and C of Binding Theory, and suggest that further research using the preferential looking procedure to investigate young children’s knowledge of syntactic constraints may be fruitful.

Much work on child sentence processing has demonstrated that children are able to use various linguistic cues to incrementally resolve temporary syntactic ambiguities, but they fail to use syntactic or interpretability cues that arrive later in the sentence. The present study explores whether children incrementally resolve filler-gap dependencies, using Japanese and English ambiguous wh-questions of the form "Where did Lizzie tell someone that she was gonna catch butterflies?", in which one could answer either the telling location (main clause interpretation) or the butterfly– catching location (embedded clause interpretation). Three story-based experiments demonstrate two novel findings on children’s incremental interpretation of filler-gap dependencies. First, we observe that English-speaking adults and children generally prefer the main clause interpretation, whereas Japanese adults and children both prefer the embedded clause interpretation. As the linear order of main clause and embedded clause predicates differs between English (main first, embedded second) and Japanese (embedded first, main second), the results indicate that adults and children actively associate the wh-phrase with the first predicate in the sentence. Second, Japanese children were unable to inhibit their embedded clause interpretation bias when the sentence was manipulated to syntactically block such analyses. The failure to inhibit the preferred interpretation suggests that the wh-phrase was incrementally associated with the embedded clause. On the other hand, when the sentence was manipulated to semantically block a plausible interpretation for the embedded clause wh-association, children were able to overcome their strong embedded clause interpretation bias and favored the main clause interpretation. These findings suggest that syntactic and interpretability cues may have distinct impacts on children’s sentence comprehension processes.

Infants segment words from fluent speech during the same period when they are learning phonetic categories, yet accounts of phonetic category acquisition typically ignore information about the words in which sounds appear. We use a Bayesian model to illustrate how feedback from segmented words might constrain phonetic category learning by providing information about which sounds occur together in words. Simulations demonstrate that word-level information can successfully disambiguate overlapping English vowel categories. Learning patterns in the model are shown to parallel human behavior from artificial language learning tasks. These findings point to a central role for the developing lexicon in phonetic category acquisition and provide a framework for incorporating top-down constraints into models of category learning.

A core property of human semantic processing is the rapid, facilitatory influence of prior input on extracting the meaning of what comes next, even under conditions of minimal awareness. Previous work has shown a number of neurophysiological indices of this facilitation, but the mapping between time course and localization— critical for separating automatic semantic facilitation from other mechanisms—has thus far been unclear. In the current study, we used a multimodal imaging approach to isolate early, bottom-up effects of context on semantic memory, acquiring a combination of electroencephalography (EEG), magnetoencephalography (MEG), and functional magnetic resonance imaging (fMRI) measurements in the same individuals with a masked semantic priming paradigm. Across techniques, the results provide a strikingly convergent picture of early automatic semantic facilitation. Event-related potentials demonstrated early sensitivity to semantic association between 300 and 500 ms; MEG localized the differential neural response within this time window to the left anterior temporal cortex, and fMRI localized the effect more precisely to the left anterior superior temporal gyrus, a region previously implicated in semantic associative processing. However, fMRI diverged from early EEG/MEG measures in revealing semantic enhancement effects within frontal and parietal regions, perhaps reflecting downstream attempts to consciously access the semantic features of the masked prime. Together, these results provide strong evidence that automatic associative semantic facilitation is realized as reduced activity within the left anterior superior temporal cortex between 300 and 500 ms after a word is presented, and emphasize the importance of multimodal neuroimaging approaches in distinguishing the contributions of multiple regions to semantic processing

In this study we investigate young children’s knowledge of syntactic constraints on Noun Phrase reference by testing 30-month-olds’ interpretation of two types of transitive sentences. In a preferential looking task, we find that children prefer different interpretations for transitive sentences whose object NP is a name (e.g., She’s patting Katie) as compared with those whose object NP is a reflexive pronoun (e.g., She’s patting herself). They map the former onto an other-directed event (one girl patting another) and the latter onto a self-directed event (one girl patting her own head). These preferences are carried by high-vocabulary children in the sample and suggest that 30-month-olds have begun to distinguish among different types of transitive sentences. Children’s adult-like interpretations are consistent with adherence to Principles A and C of Binding Theory and suggest that further research using the preferential looking procedure to investigate young children’s knowledge of syntactic constraints may be fruitful.

This article reviews studies that have used experimental methods from psycholinguistics to address questions about the representation of sentences involving ellipsis. Accounts of the structure of ellipsis can be classified based on three choice points in a decision tree. First: does the identity constraint between antecedents and ellipsis sites apply to syntactic or semantic representations? Second: does the ellipsis site contain a phonologically null copy of the structure of the antecedent, or does it contain a pronoun or pointer that lacks internal structure? Third: if there is unpronounced structure at the ellipsis site, does that structure participate in all syntactic processes, or does it behave as if it is genuinely absent at some levels of syntactic representation? Experimental studies on ellipsis have begun to address the first two of these questions, but they are unlikely to provide insights on the third question, since the theoretical contrasts do not clearly map onto timing predictions. Some of the findings that are emerging in studies on ellipsis resemble findings from earlier studies on other syntactic dependencies involving wh-movement or anaphora. Care should be taken to avoid drawing conclusions from experiments about ellipsis that are known to be unwarranted in experiments about these other dependencies.

This paper investigates the distribution of epistemic modals in attitude contexts in three Romance languages, as well as their potential interaction with mood selection. We show that epistemics can appear in complements of attitudes of acceptance (Stalnaker 1984), but not desideratives or directives; in addition, emotive doxastics (hope, fear) and dubitatives (doubt) permit epistemic possibility modals, but not their necessity counterparts. We argue that the embedding differences across attitudes indicate that epistemics are sensitive to the type of attitude an attitude predicate reports. We show that this sensitivity can be derived by adopting two types of proposals from the literature on epistemic modality and on attitude verbs: First, we assume that epistemics do not target knowledge uniformly, but rather quantify over an information state determined by the content of the embedding attitude (Hacquard 2006, 2010, Yalcin 2007). In turn, we adopt a fundamental split in the semantics of attitude verbs between ‘representational’ and ‘non-representational’ attitudes (Bolinger 1968): representational attitudes quantify over an information state (e.g., a set of beliefs for believe), which, we argue, epistemic modals can be anaphoric to. Non-representational attitudes do not quantify over an information state; instead, they combine with their complement via a comparison with contextually-provided alternatives using a logic of preference (cf. Bolinger 1968, Stalnaker 1984, Farkas 1985, Heim 1992, Villalta 2000, 2008). Finally, we argue that emotive doxastics and dubitatives have a hybrid semantics, which combines a representational component (responsible for licensing epistemic possibility modals), and a preference component (responsible for disallowing epistemic necessity modals).