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In this paper, we investigate the temporal interpretation of propositional attitude complement clauses in four typologically unrelated languages: Washo (language isolate), Medumba (Niger-Congo), Hausa (Afro-Asiatic), and Samoan (Austronesian). Of these languages, Washo and Medumba are optional-tense languages, while Hausa and Samoan are tenseless. Just like in obligatory-tense languages, we observe variation among these languages when it comes to the availability of so-called simultaneous and backward-shifted readings of complement clauses. For our optional-tense languages, we argue that a Sequence of Tense parameter is active in these languages, just as in obligatory-tense languages. However, for completely tenseless clauses, we need something more. We argue that there is variation in the degree to which languages make recourse to res-movement, or a similar mechanism that manipulates LF structures to derive backward-shifted readings in tenseless complement clauses. We additionally appeal to cross-linguistic variation in the lexical semantics of perfective aspect to derive or block certain readings. The result is that the typological classification of a language as tensed, optionally tensed, or tenseless, does not alone determine the temporal interpretation possibilities for complement clauses. Rather, structural parameters of variation cross-cut these broad classes of languages to deliver the observed cross-linguistic picture.
This article deals with narratives of traumatic experiences of parental violence in childhood, told by adult narrators in the context of clinical adult attachment interviews. The study rests on a corpus of interviews with 20 patients suffering from fibromyalgia, who were interviewed in the context of psychodynamic psychotherapy. Nine of the patients reported repeated experiences of parental violence. The article focuses on extracts from two interviews, which provide for a maximal contrast concerning the practices of telling experiences of violence and which are ‘clear cases’ of the practices that are characteristic of the whole corpus. The main differences between the different ways of telling concern:
• With respect to the ascription of guilt and responsibility, parental violence is portrayed as legitimate pedagogic action versus as being evil-minded and guilty without rational justification.
• With respect to the process of the telling, we find narrative trajectories over which an initial vague gloss is increasingly unpacked by reports of highly violent actions versus narratives in which violence is overtly stated and morally ascribed from its very first mention.
This article describes an English Zulu learners’ dictionary that is part of a larger set of information tools, namely an online Zulu course, an e-dictionary of possessives (which was implemented earlier) accompanied by training software offering translation tasks on several levels, and an ontology of morphemic items categorizing and describing all parts of speech of Zulu. The underlying lexicographic database contains the usual type of lexicographic data, such as translation equivalents and their respective morphosyntactic data, but its entries have been extended with data related to the lessons of the online course in order to enable the learner to link both tools autonomously. The ‘outer matter’ is integrated into the website in the form of several texts on additional web pages (how-to-use, typical outputs, grammar tables, information on morphosyntactic rules, etc.). The dictionary comprises a modular system, where each module fulfils one of the necessary functions.
We continue the study of the reproducibility of Propp’s annotations from Bod et al. (2012). We present four experiments in which test subjects were taught Propp’s annotation system; we conclude that Propp’s system needs a significant amount of training, but that with sufficient time investment, it can be reliably trained for simple tales.
Language Change
(2017)
The present chapter outlines a research program for historical linguistics based on the idea that the object of the formal study of language change should be defined as grammar change, that is, a set of discrete differences between the target grammar and the grammar acquired by the learner (Hale 2007). This approach is shown to offer new answers to some classical problems of historical linguistics (Weinreich et al. 1968), concerning, specifically, the actuation of changes and the observation that the transition from one historical state to another proceeds gradually. It is argued that learners are highly sensitive to small fluctuations in the linguistic input they receive, making change inevitable, while the impression of gradualness is linked to independent factors (diffusion in a speech community, and grammar competition). Special attention is paid to grammaticalization phenomena, which offer insights into the nature of functional categories, the building blocks of clause structure.
When appearance does not match accent: neural correlates of ethnicity-related expectancy violations
(2017)
Most research on ethnicity in neuroscience and social psychology has focused on visual cues. However, accents are central social markers of ethnicity and strongly influence evaluations of others. Here, we examine how varying auditory (vocal accent) and visual (facial appearance) information about others affects neural correlates of ethnicity-related expectancy violations. Participants listened to standard German and Turkish-accented speakers and were subsequently presented with faces whose ethnic appearance was either congruent or incongruent to these voices. We expected that incongruent targets (e.g. German accent/Turkish face) would be paralleled by a more negative N2 event-related brain potential (ERP) component. Results confirmed this, suggesting that incongruence was related to more effortful processing of both Turkish and German target faces. These targets were also subjectively judged as surprising. Additionally, varying lateralization of ERP responses for Turkish and German faces suggests that the underlying neural generators differ, potentially reflecting different emotional reactions to these targets. Behavioral responses showed an effect of violated expectations: German-accented Turkish-looking targets were evaluated as most competent of all targets. We suggest that bringing together neural and behavioral measures of expectancy violations, and using both visual and auditory information, yields a more complete picture of the processes underlying impression formation.