As modern constitutions bind democratic legislation to entrenched norms, they are in tension with the democratic idea that laws should be open to revision by new majorities. Against a widespread view, constitutional norms cannot be considered to be “more democratic” than ordinary laws due to specific qualities of the constitution-making process. Rather, the higher-level law of constitutions can fulfil a specific function as it may provide standards that ensure that laws made by the majority can be justified to everyone. On that basis, I evaluate for different types of constitutional norms whether there are good reasons for constraining legislation. In particular, entrenching cultural traditions and economic policy is more problematic than guarantees of the democratic process and rights ensuring respect for individuals. In sum, a two-tiered law-making system has important values, but people engaging in constitution-making and constitutional interpretation should be wary that the constitutional form is not abused.

This study investigated the effects of entrenchment, preemption, verb semantics, and morphophonological constraints in Chinese EFL (English as a Foreign Language) learners’ retreat from the overgeneralization errors of English dative alternations. Two groups of Chinese EFL learners rated the acceptability of 66 dative verbs in their well and ill forms. The results demonstrated that Chinese EFL learners were simultaneously sensitive to the multiple cues from entrenchment, preemption, semantic, and morphophonological constraints, indicating that Chinese EFL learners restricted the generalization of the dative alternation by utilizing both the statistical verb-bias information and semantic properties of the dative verbs. Moreover, the sensitivity of Chinese EFL learners to these constraints increases with the improvement of their English proficiency. These results validated the usage-based approaches to second language acquisition and provided an answer to the “Baker’s Paradox.”

This article explores Russian occupation policy in Ukraine as an adaptive tactic of Russia’s grand strategy and a manifestation of its military culture. Based on a comparative analysis of the Russian occupation policy during the hybrid and conventional stages of the Russian-Ukrainian war, including the employment of a de facto state playbook, we find both continuity and shifts in Russia’s approach. Although the main shift lies in the change of Russia’s conflict management in neighboring countries from reactive to proactive, the main continuities are the subordination of occupation policy to Russia’s geostrategic interests and path dependence in its military culture, which together lead to the employment of brutal violence against civilians and the demodernization of occupied territories.

Statistical learning (SL) is assumed to lead to long-term memory representations. However, the way that those representations influence future learning remains largely unknown. We studied how children’s existing distributional linguistic knowledge influences their subsequent SL on a serial recall task, in which 49 German-speaking seven- to nine-year-old children repeated a series of six-syllable sequences. These contained either (i) bisyllabic words based on frequently occurring German syllable transitions (naturalistic sequences), (ii) bisyllabic words created from unattested syllable transitions (non-naturalistic sequences), or (iii) random syllable combinations (unstructured foils). Children demonstrated learning from naturalistic sequences from the beginning of the experiment, indicating that their implicit memory traces derived from their input language informed learning from the very early stages onward. Exploratory analyses indicated that children with a higher language proficiency were more accurate in repeating the sequences and improved most throughout the study compared to children with lower proficiency.

This multifactorial study reviews the determinants of particle alternation after uninflected try in varieties where English is native. The effects of a number of previously discussed and novel predictors are probed in data from well-known corpora. The results confirm the inclinations of North American varieties (try to) in contrast with those of the Australasian, British and Irish varieties (try and in speech but try to in writing). The previously reported general effects of the tense of try, mode and horror aequi are also corroborated. As regards the effect of register, the study contributes the finding that following Latin-based infinitives favor try to in most varieties, especially in writing. The article discusses the status of the substantiated effects with respect to the notions of conventionalization and entrenchment: crucially, the higher degree of conventionalization of try to in North American varieties (a) makes the use of this variant less conditional on the sequential need to license euphony and (b) neutralizes the general contextual/register distinction for the alternation. From a usage-based viewpoint, the findings suggest that the higher frequency of a multiword sequence in a specific variety, and the higher degree of activation in the language users’ minds, can make it less contingent on general probabilistic constraints.

Constitutional scholars emphasize the importance of an enduring, stable constitutional order, which North and Weingast (1989) argue is consistent with credible commitments to sustainable fiscal policies. However, this view is controversial and has received little empirical study. We use 19th-century US state-level data to estimate relationships between constitutional design and the likelihood of a government default. Results indicate that more entrenched and less specific constitutions are associated with a lower likelihood of default.

The present study examined Chinese speakers’ knowledge of English polysemous phrasal verbs (PVs) and factors that may constrain the development of PVs. The intermediate and advanced learners judged the acceptability of 100 senses of 50 PVs. Results indicate that both the intermediate and the advanced learners tended to favor the high-frequency senses (51.2%∼67.2%) of PVs but disfavor the low-frequency senses (32.9%∼46.3%) of PVs. PV frequency, semantic transparency, and time spent reading books and watching films/TV could predict the advanced learners’ mastery of the high-frequency senses, while PV frequency and preemption could predict their mastery of the low-frequency senses. Semantic transparency, PV frequency, and preemption could predict the intermediate learners’ knowledge of the high-frequency senses, while semantic transparency, frequency of high-frequency senses, and preemption could predict their acceptance of the low-frequency senses. No reliable relationship was detected among the learners’ PV knowledge, entrenchment, time spent in second language immersion, listening to music, and communicating with others for the two groups.

Entrenchment and preemption are theorized to constrain the novel use of well-attested constructions. This study tested the effects of these two mechanisms in second language (L2) learners’ acceptance of English denominal verbs (DVs). Two groups of Chinese English-L2 speakers (fourth-year English major students and teachers of English) judged the acceptability of English locatum (e.g., Lucy watered the rose) and location (e.g., Lisa boxed the apples) DVs. Results based on both corpus and introspective frequencies show that the fourth-year learners’ judgments on the acceptability of all DVs were significantly negatively influenced by the frequency of nominal forms of the DVs, suggesting that entrenchment constrains L2 learners from accepting English DVs. Results based on introspective frequency demonstrate that the teachers’ judgments on the acceptability of all DVs were significantly negatively affected by the frequency of alternative verbs, demonstrating that preemption has a role to play in restricting L2 learners’ acceptance of English DVs. Moreover, the obtained DV frequency based on both corpus and learners’ introspection is a significant factor that helps all the participants’ acceptance of the English DVs, suggesting that the more frequently a DV is used, the more likely L2 learners are to judge it as acceptable.

The British constitution is famously unentrenched: constitutional laws are not intrinsically more difficult to override than ordinary laws. However, in the largely overlooked 2012 case of H v Lord Advocate, the Supreme Court said that the Scotland Act 1998 cannot be impliedly repealed due to its “fundamental constitutional” status. Unless judicial thinking changes, courts in the future may treat constitutional statutes, like the Scotland Act, as capable only of express repeal, making such statutes “quasi-entrenched”. In this article, we argue that, as a judicial innovation, the quasi-entrenchment of constitutional statutes lacks a sound legal basis. Parliament can make its intention to repeal a constitutional statute clear without making it express, and judges cannot, on their own initiative, ignore Parliament's clear decision to repeal even a constitutional statute.

To investigate potential causes of L2 performance deficits that correlate with age of onset, we use a computational model to explore the individual contributions of L1 entrenchment and aspects of memory development. Since development and L1 entrenchment almost invariably coincide, studying them independently is seldom possible in humans. To avoid this confound, we study neural network models that learn to solve gender assignment and agreement tasks in Spanish and French. We model the learner as a collection of recurrent cell assemblies that subserve working memory and are facilitated by trainable long-term connections. Varying the time-course over which assemblies and connections are added allows us to compare small, growing, child-like networks to fixed-size adult-like ones. Networks undergo variable-length exposure to L1 before L2 onset to control the amount of L1 entrenchment. This model, by allowing us independent control of both variables, lends us a novel glimpse of all sides of their interaction and affords a rare test of the less-is-more hypothesis. Network comparisons suggest that final L2 proficiency declines as L2 onset delays increase relative to L1, implicating an L1 entrenchment effect. However, aspects of memory development during learning play a key role in mitigating these impairments, lending support to less-is-more as a contributor to sensitive periods.