This study investigated the effects of construction types on Korean-L1 English-L2 learners’ verb–construction integration in online processing by presenting the ditransitive and prepositional dative constructions and manipulating the verb’s association strength within these constructions. Results of a self-paced reading experiment showed that the L2 group spent longer times in the verb–construction integration in the postverbal complement region when processing the ditransitive construction, which is less canonical and highly avoided in the learners’ L1, than when processing the prepositional dative construction, which is more canonical and shares similar structural features with the L1 counterpart. In the following spillover region, L2 learners showed faster reading times as proficiency increased when the verb was strongly associated with the prepositional dative construction. Our findings expand the scope of current models on L2 sentence processing by suggesting that construction types and L2 proficiency may affect the L2 integration of verbal and constructional information.

Evidence suggests that acute exercise is an effective way for improving inhibition control, however, the effect of different types of Acute Aerobic Exercise and Inhibitory Control (IC) remains unclear. Using a crossover design, 25 participants (M = 20.20year, SD=0.91) completed 20 min of interventions at 1) moderate intensity exercise, 2) moderate intensity exercise with high cognitive demand (high cognitive-demand exercise), 3) moderate intensity exercise with high physical demand (high physical-demand exercise), and 4) rest condition (low physical and cognitive demand) in a counterbalanced way. Flanker task was completed before and after each intervention to evaluate their inhibitory control ability. The four interventions significantly reduce reaction times for both congruent and incongruent trials with Flanker task (all P < 0.05). Compared to acute moderate intensity exercise, high physical-demand exercise induced a greater reduction in reaction times for both trial types, whereas high cognitive-demand exercise led to faster reaction times in incongruent trials. Although each intervention effectively enhanced inhibitory control, the exercise demanding high cognitive and physical effort contributed to a more pronounced improvement in inhibitory control performance. This indicates that both increased physical and cognitive engagement can significantly improve the level of inhibitory control in young adults.

Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.

We investigate Korean-speaking children’s knowledge about clause-level constructions involving a transitive event – active transitive and suffixal passive – through corpus analysis and Bayesian modelling. The analysis of Korean caregiver input and children’s production in CHILDES revealed that the rates of constructional patterns produced by the children mirrored those uttered by the caregivers to a considerable degree and that the caregivers’ use of case-marking was skewed towards single form-function pairings (despite the multiple form-function associations that the markers manifest). Based on these characteristics, we modelled a Bayesian learner by employing construction-based input (without considering lexical information). This simulation revealed the dominance of several constructional patterns, occupying most of the input, and their inhibitory effects on the development of the other patterns. Our findings illuminate how children shape clause-level constructional knowledge in Korean, an understudied language for this topic, as a function of input properties and domain-general learning capacities, appealing to the usage-based constructionist approach.