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1. My pronouns are they/them: Talking about pronouns changes how pronouns are understood

   https://doi.org/10.3758/s13423-021-01905-0  

   Arnold, Jennifer E.; Mayo, Heather C.; Dong, Lisa (April 2021, Psychonomic Bulletin & Review)

   null (Ed.)

   The pronoun “they” can be either plural or singular, perhaps referring to an individual who identifies as nonbinary. How do listeners identifywhether “they” has a singular or plural sense? We test the role of explicitly discussing pronouns (e.g., “Alex uses they/them pronouns”). In three experiments, participants read short stories, like “Alex went running with Liz. They fell down.” Answers to “Who fell down” indicated whether participants interpreted they as Alex or Alex-and-Liz. We found more singular responses in discourse contexts that make Alex more available: when Alex was either the only person in the context or mentioned first. Critically, the singular interpretation was stronger when participants heard explicit instructions that Alex uses they/them pronouns, even though participants in all conditions had ample opportunity to learn this fact through observation. Results show that the social trend to talk about pronouns has a direct impact on how language is understood. 

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2. Individual differences (or the lack of them) in comprehension of singular they.

   Arnold, J. E.; Mayo, H.; Dong, L. (January 2020, UNC Language Processing Lab Technical Report #3)

   Arnold, J. E., Mayo, H., & Dong, L. (2020). Individual differences (or the lack of them) in comprehension of singular they. Technical Report #3. UNC Language Processing Lab, Department of Psychology & Neuroscience, University of North Carolina – Chapel Hill, Chapel Hill, North Carolina. The pronoun “they” can refer to an individual who identifies as nonbinary, but it also is commonly used as a plural pronoun. How do listeners identify whether “they” is being used in a singular or plural sense? Arnold, Mayo, & Dong (in press) report three experiments in that test the role of explicitly introducing gender identity via pronouns, e.g. “This is Alex, and they use they/them pronouns.” Participants read short stories like “Alex went running with Liz and they fell down.” Answers to “Who fell down” indicated whether participants interpreted they as Alex or Alex-and-Liz. Singular interpretations of they were more likely when participants hear an explicit statement that Alex uses they/them pronouns, and in supporting discourse contexts. This paper is a companion to the main article, and reports analyses of individual difference measures. Participants self-reported familiarity with individuals who identify as nonbinary, which was expected to increase singular interpretations, but mostly it did not. In experiment 2 we also measured print exposure, but we found that it did not affect interpretation of singular they. In short, we saw virtually no effects of individual difference predictors. 

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3. Reference frequency: what do speakers tend to talk about?

   Arnold, J. E.; Strangmann, I.; Hwang, H.; Zerkle, S (January 2018, UNC Language Processing Lab Technical Reports)

   he pronoun “they” can refer to an individual who identifies as nonbinary, but it also is commonly used as a plural pronoun. How do listeners identify whether “they” is being used in a singular or plural sense? Arnold, Mayo, & Dong (in press) report three experiments in that test the role of explicitly introducing gender identity via pronouns, e.g. “This is Alex, and they use they/them pronouns.” Participants read short stories like “Alex went running with Liz and they fell down.” Answers to “Who fell down” indicated whether participants interpreted they as Alex or Alex-and-Liz. Singular interpretations of they were more likely when participants hear an explicit statement that Alex uses they/them pronouns, and in supporting discourse contexts. This paper is a companion to the main article, and reports analyses of individual difference measures. Participants self-reported familiarity with individuals who identify as nonbinary, which was expected to increase singular interpretations, but mostly it did not. In experiment 2 we also measured print exposure, but we found that it did not affect interpretation of singular they. In short, we saw virtually no effects of individual difference predictors. 

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4. Algorithmic Complexity Attacks on Dynamic Learned Indexes

   https://doi.org/10.14778/3636218.3636232  

   Yang, Rui; Kornaropoulos, Evgenios M; Cheng, Yue (December 2023, Proceedings of the VLDB Endowment)

   Learned Index Structures (LIS) view a sorted index as a model that learns the data distribution, takes a data element key as input, and outputs the predicted position of the key. The original LIS can only handle lookup operations with no support for updates, rendering it impractical to use for typical workloads. To address this limitation, recent studies have focused on designing efficient dynamic learned indexes. ALEX, as the first and one of the representative dynamic learned index structures, enables dynamism by incorporating a series of design choices, including adaptive key space partitioning, dynamic model retraining, and sophisticated engineering and policies that prioritize read/write performance. While these design choices offer improved average-case performance, the emphasis on flexibility and performance increases the attack surface by allowing adversarial behaviors that maximize ALEX's memory space and time complexity in worst-case scenarios. In this work, we present the first systematic investigation of algorithmic complexity attacks (ACAs) targeting the worst-case scenarios of ALEX. We introduce new ACAs that fall into two categories, space ACAs and time ACAs, which target the memory space and time complexity, respectively. First, our space ACA on data nodes exploits ALEX's gapped array layout and uses Multiple-Choice Knapsack (MCK) to generate an optimal adversarial insertion plan for maximizing the memory consumption at the data node level. Second, our space ACA on internal nodes exploits ALEX's catastrophic cost mitigation mechanism, causing an out-of-memory (OOM) error with only a few hundred adversarial insertions. Third, our time ACA generates pathological insertions to increase the disparity between the actual key distribution and the linear models of data nodes, deteriorating the runtime performance by up to 1, 641× compared to ALEX operating under legitimate workloads. 

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5. It’s hard to coerce: A unified account of raising-past-experiencers and passives in child English.

   Nguyen, Emma; Snyder, William (May 2018, Proceedings of the 42nd Boston University Conference on Language Development)

   This paper is concerned with the relationship between be-passives of certain non-actional verbs such as love in (1) and raising-past-experiencer (RPE) constructions with the verb seem as in (2), both from a theoretical and an acquisition perspective. (1) Alex was loved by Emma. (2) Alex seems to Emma to be nice. There are two questions that we would like to address in this paper. First, why are be-passives of certain non-actional verbs such as (1) dramatically delayed in children acquiring English? And second, why would there be a tight correspondence between any given child’s ability to comprehend some non- actional passives, and the same child’s ability to comprehend a sentence like (2) as found by Orfitelli (2012)? 

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