A paradox at the heart of language acquisition research is that, to achieve adult-like competence, children must acquire the ability to generalize verbs into non-attested structures, while avoiding utterances that are deemed ungrammatical by native speakers. For example, children must learn that, to denote the reversal of an action, un- can be added to many verbs, but not all (e.g., roll/unroll; close/*unclose). This study compared theoretical accounts of how this is done. Children aged 5–6 (N = 18), 9–10 (N = (...) 18), and adults (N = 18) rated the acceptability of un- prefixed forms of 48 verbs (and, as a control, bare forms). Across verbs, a negative correlation was observed between the acceptability of ungrammatical un- prefixed forms (e.g., *unclose) and the frequency of (a) the bare form and (b) alternative forms (e.g., open), supporting the entrenchment and pre-emption hypotheses, respectively. Independent ratings of the extent to which verbs instantiate the semantic properties characteristic of a hypothesized semantic cryptotype for un- prefixation were a significant positive predictor of acceptability, for all age groups. The relative importance of each factor differed for attested and unattested un- forms and also varied with age. The findings are interpreted in the context of a new hybrid account designed to incorporate the three factors of entrenchment, pre-emption, and verb semantics. (shrink)

This paper develops a construction-based dialectometry capable of identifying previously unknown constructions and measuring the degree to which a given construction is subject to regional variation. The central idea is to learn a grammar of constructions using construction grammar induction and then to use these constructions as features for dialectometry. This offers a method for measuring the aggregate similarity between regional CxGs without limiting in advance the set of constructions subject to variation. The learned CxG is evaluated on how well (...) it describes held-out test corpora while dialectometry is evaluated on how well it can model regional varieties of English. The method is tested using two distinct datasets: First, the International Corpus of English representing eight outer circle varieties; Second, a web-crawled corpus representing five inner circle varieties. Results show that the method produces a grammar with stable quality across sub-sets of a single corpus that is capable of distinguishing between regional varieties of English with a high degree of accuracy, thus supporting dialectometric methods for measuring the similarity between varieties of English and measuring the degree to which each construction is subject to regional variation. This is important for cognitive sociolinguistics because it operationalizes the idea that competition between constructions is organized at the functional level so that dialectometry needs to represent as much of the available functional space as possible. (shrink)

While verbs and argument structure constructions are essential for deriving sentence meaning, their roles in sentence processing remains less known. To address this issue, the present study explored how a verb’s lexical properties and the strength of verb–construction associations influence second language (L2) sentence processing. In two self-paced reading experiments, Korean-speaking learners of English and native English speakers read English argument structure constructions containing verbs with varying lexical properties and association strength. In both Experiment 1 (involving the prepositional dative construction) (...) and Experiment 2 (involving the caused-motion construction), only the L2-English learners, and not the native speakers, spent more time integrating the target constructions with verbs of weaker associations than those with stronger associations. Furthermore, the learners exhibited greater difficulty with verb–construction integration when the verbs were less frequent and less concrete; L2 proficiency did not modulate these effects. Our findings support the constructionist approach, suggesting that both verbs and verb–construction associations play an instrumental role in sentence comprehension. (shrink)