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1. Beyond c-structure and f-structure: On the argument-adjunct distinction in O’dam

   Everdell, Michael ; Melchin, Paul B. ; Asudeh, Ash ; Siddiqi, Daniel ( February 2021 , The proceedings of the LFG Conference)

   Butt, Miriam ; Findlay, Jamie Y ; Toivonen, Ida (Ed.)

   In this paper we examine the argumenthood properties of Controlled Complement Clauses and Non-Complement Subordinate Clauses in O’dam. We show that in O’dam only controlled COMPs are arguments, while other putative complement clauses are adjunct relative clauses that elaborate on a pronominal OBJ incorporated in the matrix verb. We use the LRFG framework to capture both the argumenthood properties of the two types of clauses in O’dam as well as the patterns of object marking on the matrix verb by taking advantage of mismatches between c-structure (phrase structure and f-descriptions) and v-structure (the vocabulary items realizing this structure). 

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2. The typology of actual clauses in Eastern Bantu

   https://doi.org/10.4000/lla.9572  

   Sikuku, Justine Mukhwana ; Mulalu, Joseph Wanyonyi ; Safir, Ken ( June 2023 , Linguistique et langues africaines)

   This article reports on the existence of actual clause morphology and interpretation in selected Bantu languages. Essentially, we treat the actual clause as an embedded assertion whereby the utterer is committed not only to the truth of the proposition described by the actual clause: It must be the case that the event in the proposition cannot be unrealized (or describe a future state) at the time of the utterance. The Bantu languages in our sample mark the actual clause by a verbal prefix in a typical tense position on the lower verb. This prefix occurs as a single vowel or as a consonant/vowel combination. When the actual clause is a syntactic complement, it co-occurs with verbs that may be incompatible with indicative clauses. The clause is also semantically distinct from other clause types such as the infinitive and the subjunctive. Our analysis of actual clauses as assertions explains why they are not complements of factive verbs. We argue that the source of the speaker’s commitment to truth arises in part from the way actual clauses are licensed by the clauses they are dependent on. That is, we propose that actual clauses are licensed by a “contingent antecedent clause” which is taken to be a precondition for the actual clause assertion. Our approach generalizes to explain other non-complement uses of actual/narrative clause types, typically described as “narrative” tense in Bantu, which bears the exact same morphology 

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3. Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction

   https://doi.org/10.1111/1460-6984.12882  

   Owen Van Horne, Amanda J. ; Curran, Maura ; Cook, Susan Wagner ; Cole, Renée ; McGregor, Karla K. ( May 2023 , International Journal of Language & Communication Disorders)

   The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g.,I think it will float;We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised.

   We asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first‐grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science).

   This 2‐year single‐site three‐arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty‐three 4–7‐year‐old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID‐19). We assigned participants to arms using 1:1:1 pseudo‐random allocation (avoiding placing siblings together). The intervention consisted of 39 small‐group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre‐/post‐measures were collected 3 weeks before and after camp by unmasked assessors.

   Primary outcome measures were accuracy on a 20‐item probe of complement clause production and performance on ten 10‐item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow‐up. Both groups made similar gains on science unit tests for science + language content (pre versus post,d= 2.9,p< 0.0001; group,p= 0.24). The grammar group performed significantly better at post‐test than the active control group (d= 2.5,p= 0.049) on complement clause probes and marginally better on science‐only unit tests (d= 2.5,p= 0.051).

   Children with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes.

   We know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children’s ability to learn language targets in conjunction with other information.

   This study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously.

   As SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children.

    

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4. Conditional conjunctions informed by Japanese and Korean

   https://doi.org/10.1515/lingvan-2021-0045  

   Kaufmann, Magdalena ; Whitman, John ( August 2022 , Linguistics Vanguard)

   Abstract Many languages assign additional conditional interpretations to apparently regular sentential conjunctions (conditional conjunctions, CCs). Following previous ideas (Kaufmann, Magdalena. 2018. Topics in conditional conjunctions. Invited talk at NELS , vol. 49. Cornell University; Starr, Will. 2018. Conjoining imperatives and declaratives. Proceedings of Sinn und Bedeutung 21. 1159–1176), we provide additional support for the hypothesis that CCs involve topicalized first conjuncts. We argue that Japanese and Korean, which appear to lack CCs, in fact mark them quite transparently. Both languages combine sentential conjunctions with topic markers: Japanese -te=wa (standardly considered one of the language’s conditional connectives) and Korean -ko=nun (occurring naturally, not discussed in the literature). We show that Japanese conditional =to fits into the pattern of CCs as well: it is derived by topicalization of conjunctive =to . Conjunctive =to is normally restricted to NPs, but it can coordinate finite clauses so long as the finite verb does not precede =to (Koizumi, Masatoshi. 2000. String vacuous overt verb raising. Journal of East Asian Linguistics 9(3). 227–285). We argue that this requirement can be met in a topicalized clause carrying default tense; the resultant configuration is the conditional connective =to . Semantically, CCs are known to be more restricted than if -conditionals in not readily realizing epistemic conditionals. The elements - te=wa , =to , and -ko=nun are all subject to exactly this restriction, which we refine to exclude only non-predictive epistemics. Following the transparent structure in Japanese and Korean, we interpret CCs by predicating the regular conjunction distributively of the set of (contextually salient and epistemically accessible) situations described by the topicalized first conjunct. We argue that apparent cases of focus on or within the first conjunct of CCs constitute contrastive topics or corrections. 

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5. CAN NEURAL NETWORKS ACQUIRE A STRUCTURAL BIAS FROM RAW LINGUISTIC DATA?

   Warstadt, Alex ; Bowman, Samuel R. ( January 2020 , Proceedings of the Annual Meeting of the Cognitive Science Society)

   null (Ed.)

   We evaluate whether BERT, a widely used neural network for sentence processing, acquires an inductive bias towards forming structural generalizations through pretraining on raw data. We conduct four experiments testing its preference for structural vs. linear generalizations in different structure-dependent phenomena. We find that BERT makes a structural generalization in 3 out of 4 empirical domains---subject-auxiliary inversion, reflexive binding, and verb tense detection in embedded clauses---but makes a linear generalization when tested on NPI licensing. We argue that these results are the strongest evidence so far from artificial learners supporting the proposition that a structural bias can be acquired from raw data. If this conclusion is correct, it is tentative evidence that some linguistic universals can be acquired by learners without innate biases. However, the precise implications for human language acquisition are unclear, as humans learn language from significantly less data than BERT. 

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