This study analyses subject personal pronoun (SPP) use in Spanish among 82 typically developing children, assessing how executive functions (EFs) and linguistic abilities interact with third-person singular pronoun expression. Researchers manually coded 9750 SPP instances from sociolinguistic interviews and administered standardized tests of morphosyntax, lexicon, inhibition, working memory (WM), and attention. The investigation had two aims: (1) to replicate prior findings on SPP constraints and (2) to evaluate the contributions of linguistic and EF abilities to third-person pronoun expression. Mixed-effects binary logistic regressions confirmed three common constraints on SPP use: the first-person singular, the imperfect tense, and switch-reference contexts, replicating previous studies’ results. Although initial correlations linked EF measures to SPP expression, multiple regression analyses revealed that morphosyntactic abilities accounted for the unique variance in pronoun expression. Thus, in this sample, children’s language-internal morphosyntactic abilities are better related to third-person singular pronoun expression than our tests of inhibition, attention, and WM.

In the continued effort to identify creative talent, divergent thinking (DT) assessments are commonly employed to objectively assess aspects of individual creative ability. Despite their common usage, the selection of DT prompts remains unstandardized. This is concerning because it is unclear if all prompts can be employed equally or if certain characteristics associated with the acquisition and usage of said prompt in a given language affect the magnitude of response originality. Researchers administered a computer-based DT assessment to 386 elementary students and compared the originality scores of the respondents to the originality scores predicted by prompts’ psycholinguistic features. Hierarchical linear modeling was employed to control individual DT ability and examine the effects of psycholinguistics on originality at two levels, with individual response originality scores (level 1) nested within individual respondents (level 2). Results indicated statistically significant main effects for word frequency, semantic diversity, prompt type, and item reaction time. There were also several significant interaction effects between prompt type and word frequency, prompt type and word length, and prompt type and semantic diversity. The resulting final model explained approximately 18% of the variance in originality scores, suggesting the need for further consideration of DT prompt choice.

The imperative-and-declarative (IaD) construction in English (e.g. Study hard and you will pass the class) has two distinct readings: one that has the semantics of a conditional and additionally the meaning of an imperative, and one that has only the semantics of a conditional, with no imperative meaning. There are two general kinds of syntactic approaches in the literature for analyzing this construction: one that treats the two interpretations as underlyingly syntactically the same, and one that treats them as two distinct syntactic constructions. This short report presents the results of an acceptability-judgment experiment that was designed to inform the debate between the two kinds of approaches. The two types of IaDs were observed to behave differently with respect to two phenomena we evaluated, suggesting either that they should be treated as grammatically distinct, or that a theory that treats them as grammatically the same must give a pragmatic account of the differences. Furthermore, because the pattern of data that we observed was a statistical interaction between two factors—a pattern of data that is not detectable without quantitative measurements—the results provide compelling evidence for the need for quantitative evaluations of linguistic hypotheses.

The present study uses probabilistic models of corpus data in a novel way, to measure and compare the syntactic predictive capacities of speakers' of different varieties of the same language. The study finds that speakers' knowledge of probabilistic grammatical choices can vary across different varieties of the same language and can be detected psycholinguistically in the individual. In three pairs of experiments, Australians and Americans responded reliably to corpus model probabilities in rating the naturalness of alternative dative constructions, their lexical-decision latencies during reading varied inversely with the syntactic probabilities of the construction, and they showed subtle covariation in these tasks, which is in line with quantitative differences in the choices of datives produced in the same contexts.

Many adults learn languages with written forms that differ from their first language(s). Empirical research has demonstrated the influential role of written input on developing L2 phonology. However, existing studies are limited by (1) focusing on learning languages that share the same orthographic script, predominantly the Latin alphabet, (2) small sample sizes, and (3) limited consideration of L2 proficiency. This study investigated the influence of Arabic and English written input when lexically encoding the difficult /f-v/ phonological contrast for L1 Arabic-speaking learners of L2 English. A word learning study was completed by 114 L1 Arabic speakers, with varying English proficiency, and 117 L1 English-speaking controls. Mixed-effects modeling of L1 Arabic accuracy revealed an inhibitory effect of any written input when learning words differing by the difficult contrast. Performance improved with increasing L2 proficiency; however, the inhibitory effect of written input for words differing by /f-v/ persisted into high levels of L2 proficiency.

Joe Pater's (2019) target article calls for greater interaction between neural network research and linguistics. I expand on this call and show how such interaction can benefit both fields. Linguists can contribute to research on neural networks for language technologies by clearly delineating the linguistic capabilities that can be expected of such systems, and by constructing controlled experimental paradigms that can determine whether those desiderata have been met. In the other direction, neural networks can benefit the scientific study of language by providing infrastructure for modeling human sentence processing and for evaluating the necessity of particular innate constraints on language acquisition.

The English pronoun they is currently undergoing a rapid change, in that they is increasingly being used to refer to specific (named) individuals as a singular personal pronoun. Although it has been used with a singular, indefinite antecedent for centuries, singular specific they is relatively new and coincides with rising recognition of the fluidity of gender identity and expression. For many individuals, they/them pronouns fit their gender identity best. However, such individuals are at a high risk of being misgendered because this new usage of they is neither well established grammatically nor part of prescribed use. In two experiments, adults from across the United States created short written narratives about individuals of different gender presentations. We varied whether participants saw a pronoun in the stimuli and, if so, whether they saw they, he, or she. We found that singular specific they was used less than she/he and that they-usage increased for those who reported being more familiar with it and with the LGBTQ+ community more generally. We further found that images that appeared androgynous or nonbinary were more likely to elicit singular specific they than were images that appeared binary. Finally, we varied whether participants received brief information about the person that included singular specific they. This type of modeling led to dramatic increases in they-production overall, and increases were most robust for participants who reported higher familiarity. Overall, this research illustrates that characteristics tied to social experience, modeling, and visual cues to an individual's gender identity are highly informative for the production of singular specific they. More broadly, we illustrate that language-processing costs related to language production can be boosted for users and therefore can intervene in the likelihood of misgendering.

Whether lexical representations are stored as abstract forms or exemplar tokens is the focus of much debate in both the phonological and word-recognition literature. This research report examines the recognition of words that have undergone Canadian raising and/or intervocalic flapping. Two eye-tracking experiments suggest that listeners are slower to fixate words that have undergone one or more phonological processes within their own raising dialect, supporting the idea that they must calculate a mapping from surface word forms to more abstract representations. Implications for representational and phonological theories are discussed.

We report an experiment eliciting ordering preferences for BINOMIAL EXPRESSIONS (e.g. bread and butter vs. butter and bread) in order to investigate the respective influences of productive and item-specific knowledge in language processing. Binomial ordering preferences reflect both (i) productive constraints involving phonological, semantic, and lexical properties, and (ii) item-specific relative frequencies. Bayesian and exemplar-based computational models of acquisition and use predict influences of both productive and item-specific knowledge on ordering preferences, with item-specific knowledge playing a smaller role the lower the expression's overall frequency. Our results confirm this prediction, but also reveal a role of item-specific knowledge even for binomials with overall frequency less than one in ten million. These findings bring a quantitative perspective to the debate over the roles of productive and item-specific knowledge in language.

We investigate a noncanonical agreement pattern in American English in which a fronted WH-phrase appears to control agreement on an inflected auxiliary, as in Which flowers are the gardener planting? (Kimball & Aissen 1971). We explore this phenomenon with five acceptability- judgment experiments and interpret the resulting data with the aid of a quantitative model of the judgment process. Our study suggests that fronted WH-phrases interfere with agreement primarily as a function of their linear and structural position, and that this effect is not significantly modulated by overt case or thematic cues in off-line judgments. We suggest that our findings support a model of agreement processing in which syntactic phrases compete to control agreement on the basis of their structural and linear position with respect to the inflected verb.

In grammaticalization studies, reanalysis is understood as the assignment of new meaning to formally unchanged elements, supported by bridging contexts compatible with the old and the reanalyzed meaning. The source determination hypothesis (SDH) predicts that parallel grammaticalization trajectories occur crosslinguistically, as similar source meanings give rise to similar inferences. One such pattern is the development of recent past markers from FINISH constructions. While grammaticalization pathways are well-documented crosslinguistically, the SDH has never been tested experimentally. In this study, we examine whether modern English speakers are sensitive to inferences arising from a bridging context identified as relevant to the grammaticalization of Old Spanish FINISH into a recent past marker. In a temporal distance judgment task, we examined whether the bridging context identified for Old Spanish facilitates an inference of temporal immediacy in contemporary English, where the construction has not been grammaticalized. In line with the SDH, the bridging context enhanced an inference of immediacy in contemporary English (Exp. 1), with specific grammatical features of the source determining its strength (Exp. 2). These results not only demonstrate the viability of testing hypotheses about language change using experimental pragmatics but also call for empirically refining the concept of source determination.

Although web-based data collection has become increasingly popular in (linguistic) research over the past years, many researchers are still cautious about collecting data via the internet. Thus, this study aims at comparing web-based and lab-based testing of linguistic manipulations that have resulted in robust findings in previous lab-based research on bilingual language processing. A total of 134 L1 German students of L2 English participated in two experiments in a web-based (n = 78) or lab-based setting (n = 56). The study examined potential language co-activation through cognates in an English Lexical Decision Task (Experiment 1) and the use of L2 lexical and syntactic information in English relative clause processing in a Self-paced Reading Task (Experiment 2). We found comparable evidence of lexical and syntactic processing in both groups in both experiments. Critically, this paper provides important methodological implications for web-based data collections with second language learners.