Verbal Condition Research Articles

Предикати за състояние: свойства и лингвистични тестове

The study presents linguistic tests for diagnosing Zeno Wendler’s verb classes, illustrated by selected Bulgarian verbs. The tests are divided into three groups, according to grammatical aspectuality, durativity and telicity, and agentivity. The research reveals that tests which rely on semantic compatibility at the lexical level (and not on semantic compatibility between lexical and grammatical level) are applicable for both English and Bulgarian. The research methodology is also based on Emmon Bach’s and David Dowty’s classifications of verb classes in which stage-level and individual-level predicates are distinguished, with a focus on agentivity in Dowty’s approach, as well as on Donald Davidson’s representation of action verbs as predicates with a hidden event argument, which has been refined by Claudia Maienborn to include a formal description of state predicates representing the ontological difference between two kinds of states: state verbs that denote true Davidsonian eventualities (Davidsonian states) and stative verbs that resist a Davidsonian analysis (Kimian states). These theoretical considerations allow to describe states as a heterogeneous class and provide reliable means for distinguishing different types of states.

Towards classification of stative verbs in view of corpus data

Abstract The paper presents work in progress on the compilation and automatic annotation of a dataset comprising examples of stative verbs in parallel Bulgarian-Russian corpora with the goal of facilitating the elaboration of a classification of stative verbs in the two languages based on their lexical and semantic properties. We extract stative verbs from the Bulgarian and the Russian WordNets with their assigned conceptual information (frames) from FrameNet. We then assign the set of probable Bulgarian and Russian stative verbs to the verb instances in a parallel Bulgarian-Russian corpus using WordNet correspondences to filter out unlikely stative candidates. Further, manual inspection will ensure high quality of the resource and its application for the purposes of semantic analysis.

Verbal aspect in the acquisition of Latvian as a foreign language

The article addresses verbal aspect in the acquisition of Latvian as a foreign language. Latvian textbooks both in Latvian and in other languages, as well as Japanese learners’ writings are analysed to explore this topic. The main issue is the use of verbs expressing the aspectual opposition perfective / imperfective, as well as the opposition inchoative / stative, and other Aktionsart prefixed verbs. Verbal aspect in Latvian is an implicit category. It is one of the few categories described in Latvian grammars but less frequently addressed in the textbooks of Latvian as a foreign language. The analysis shows that in the initial stage learners may use mostly imperfective non-prefixed verbs when denoting habitual situations in the present tense. The necessity of perfective prefixed verbs arises in the preterit, when learners describe a concrete, single situation that has taken place in the past. Without knowing the notion of aspectual opposition and corresponding perfective prefixed verbs, learners often use imperfective verbs. A similar situation is observed for the inchoative prefixed verbs, which learners replace with the imperfective stative verbs that they have already acquired. The use of other Aktionsart prefixed verbs seems difficult for learners and requires a higher, “native-like” level of proficiency.

Polysemie und morphosyntaktische Variation

Abstract This paper studies perfect auxiliary selection of the verb stehen ›to stand‹ in 17th and 18th century corpora as well as in dialect and newspaper corpora of contemporary German. Being restricted to the auxiliary haben ›have‹ in central and northern German varieties, stative verbs denoting the maintenance of a physical body’s position such as stehen are well known to allow both haben ›have‹ and sein ›be‹ in southern German varieties. Our study reveals that this variability was even more widespread in historical stages of German. We witness a preponderance of sein in the 17th century. Over the course of the 18th century, haben usages increased at the expense of sein. Strikingly, only central-eastern varieties tended to prefer haben over all periods under scrutiny. In addition to region, the polysemy of the verb stehen contributed to the choice of the auxiliary in that non-literal or idiomatic usages tended to prefer haben.

Comparisons between short-term memory systems for verbal and rhythmic stimuli

Auditory short-term memory is often conceived of as a unitary capacity, with memory for different auditory materials (such as syllables, pitches, rhythms) posited to rely on similar neural mechanisms. One spontaneous behavior observed in short-term memory studies is ‘chunking’. For example, individuals often recount digit sequences in groups, or chunks, of 3–4 digits, and chunking is associated with better performance. Chunking may also operate in musical rhythm, with beats acting as potential chunk boundaries for tones in rhythmic sequences. Similar to chunking, beat-based structure in rhythms also improves performance. Thus, it is possible that beat processing relies on the same mechanisms that underlie chunking of verbal material. The current fMRI study examined whether beat perception is indeed a type of chunking, measuring brain responses to chunked and ‘unchunked’ letter sequences relative to beat-based and non-beat-based rhythmic sequences. Participants completed a sequence discrimination task, and comparisons between stimulus encoding, maintenance, and discrimination were made for both rhythmic and verbal sequences. Overall, rhythm and verbal short-term memory networks overlapped substantially. When contrasting rhythmic and verbal conditions, rhythms activated basal ganglia, supplementary motor area, and anterior insula more than letter strings did, during both encoding and discrimination. Verbal letter strings activated bilateral auditory cortex more than rhythms did during encoding, and parietal cortex, precuneus, and middle frontal gyri more than rhythms did during discrimination. Importantly, there was a significant interaction in the basal ganglia during encoding: activation for beat-based rhythms was greater than for non-beat-based rhythms, but verbal chunked and unchunked conditions did not differ. The interaction indicates that beat perception is not simply a case of chunking, suggesting a dissociation between beat processing and chunking-based grouping mechanisms.

ПРЕДИКАТИТЕ ЗА СЪСТОЯНИЕ В СЪВРЕМЕННИТЕ ЛИНГВИСТИЧНИ ТЕОРИИ (I) / STATIVE PREDICATES IN CONTEMPORARY LINGUISTIC THEORIES (I)

This paper presents a critical overview of thematic classes of stative verbs. To this end, we analyse three well-known thematic classifications of stative verb classes. While the main focus is on the works by Paducheva (1996; 2004), Spencer and Zaretskaya (2003) and Van Valin and LaPolla (1997), where relevant we comment on research by other authors. The goal of the study is to shed light on the different views regarding the properties of stative predicates from an aspectual and semantic perspective and to outline the main thematic classes that fall into the category of statives. Keywords: stative predicates, semantic typology, thematic classes and subclasses

Electrophysiological signatures of attentional control in bilingual processing: Evidence from proactive interference

Monolingual and bilingual participants performed a Proactive Interference task in verbal and nonverbal conditions while EEG was recorded. Behavioral results showed faster responses for bilinguals on interference trials in the nonverbal condition, and electrophysiological results indicated greater attentional control for bilinguals. ROI analyses showed this pattern for bilinguals mainly in the verbal condition, whereas whole brain analyses found this association in both conditions. Frequency power analysis found activity related to interference trials was associated with recruitment of different neural resources for verbal and nonverbal conditions. Nonverbal results indicated beta activity for interference trials in bilinguals and the verbal condition showed this pattern in theta and gamma frequency bands as well, revealing more extensive brain activation in the verbal domain for bilinguals. For monolinguals, frequency power in beta, gamma, and theta were related to facilitation trials. These results suggest different strategies for allocating attention by monolingual and bilingual young adults.

Choir Singing Practice and Temporal Ordering in the Elderly.

Introduction The importance of temporal ordering and sequencing in the auditory system is discussed because these are considered basic functions for language. Objective To verify the correlation between the practice of choir music and the temporal ordering in elderly with no prior formal musical experience. Method The study design is cross-sectional. The sample consisted of 85 elderly individuals of both genders, ≥ 60 years old, and it was composed of 43 elderly individuals with no prior formal musical experience but choir participation (research group) and 42 elderly individuals who never sang in a choir and had no music training during their life (control group). The research group was divided based on three categories of choir time. The performances of the research and control groups were compared with pitch pattern sequence (PPS), verbal condition (PPSverb), humming condition (PPShum), and duration pattern sequence (DPS) tests. Results The mean PPShum and PPSverb showed a statistically significant difference by choir time with a different mean of PPShum between the no singing experience group (59%) and the > 10 years of singing experience group (90%) ( p = 0.02). Regarding the averages of PPSverb, there was a statistically significant difference between the no singing experience (23%) and > 10 years of choir time (54%) ( p = 0.02) groups. Conclusion The findings indicate a better performance in the temporal ordering of the elderly who are not formal musicians but who have choir experience in the research group in relation to those with no choir experience in the control group.

Bidirectional Connectivity Between Broca's Area and Wernicke's Area During Interactive Verbal Communication.

Aim: This investigation aims to advance the understanding of neural dynamics that underlies live and natural interactions during spoken dialogue between two individuals. Introduction: The underlying hypothesis is that functional connectivity between canonical speech areas in the human brain will be modulated by social interaction. Methods: Granger causality was applied to compare directional connectivity across Broca's and Wernicke's areas during verbal conditions consisting of interactive and noninteractive communication. Thirty-three pairs of healthy adult participants alternately talked and listened to each other while performing an object naming and description task that was either interactive or not during hyperscanning with functional near-infrared spectroscopy (fNIRS). In the noninteractive condition, the speaker named and described a picture-object without reference to the partner's description. In the interactive condition, the speaker performed the same task but included an interactive response about the preceding comments of the partner. Causality measures of hemodynamic responses from Broca's and Wernicke's areas were compared between real, surrogate, and shuffled trials within dyads. Results: The interactive communication was characterized by bidirectional connectivity between Wernicke's and Broca's areas of the listener's brain. Whereas this connectivity was unidirectional in the speaker's brain. In the case of the noninteractive condition, both speaker's and listener's brains showed unidirectional top-down (Broca's area to Wernicke's area) connectivity. Conclusion: Together, directional connectivity as determined by Granger analysis reveals bidirectional flow of neuronal information during dynamic two-person verbal interaction for processes that are active during listening (reception) and not during talking (production). Findings are consistent with prior contrast findings (general linear model) showing neural modulation of the receptive language system associated with Wernicke's area during a two-person live interaction. Impact statement The neural dynamics that underlies real-life social interactions is an emergent topic of interest. Dynamically coupled cross-brain neural mechanisms between interacting partners during verbal dialogue have been shown within Wernicke's area. However, it is not known how within-brain long-range neural mechanisms operate during these live social functions. Using Granger causality analysis, we show bidirectional neural activity between Broca's and Wernicke's areas during interactive dialogue compared with a noninteractive control task showing only unidirectional activity. Findings are consistent with an Interactive Brain Model where long-range neural mechanisms process interactive processes associated with rapid and spontaneous spoken social cues.

Syntactic Prediction Adaptation Accounts for Language Processing and Language Learning

AbstractA previous study has shown that children use recent input to adapt their syntactic predictions and use these adapted predictions to infer the meaning of novel words. In the current study, we investigated whether children could use this mechanism to disambiguate words whose interpretation as a noun or a verb is ambiguous. We tested 2‐ to 4‐year‐old French children using the phrase la petite followed by a homophone that could be interpreted as either a noun or a verb. We assigned the children to a noun condition or a verb condition. Before the test, those in the noun condition were exposed to sentences where la petite predicted nouns, and those in the verb condition to sentences where la petite predicted verbs. At testing, 3‐ to 4‐year‐olds, but not 2‐year‐olds, from the verb condition looked at the verb interpretation longer than did the children in the noun condition. This suggests a progression in children's ability to rely on input to adapt their predictions in language comprehension.

جمود الأفعال وتصرُّفها فى شعر عدنان على رضا النحوى [ دیوان الأرض المبارکة ] أنموذجًا دراسة صرفیة تطبیقیة

مستخلص البحث باللغة العربية تعد دراسة الصيغ الصرفية أساسا فى فهم علوم لغتنا العربية وتراکيبها وأساليبها، ومن هنا جاءت هذه الدراسة مهتمة بأبنية الأفعال الصرفية الجامدة والمتصرفة وتحليلها وبيان معانيها فى ديوان الأرض المبارکة للشاعر عدنان على رضا النحوى، مستعرضا آراء الصرفيين فيها. واعتمد البحث على المنهج الوصفى القائم على التحليل والذى يهتم بدراسة بنية الکلمة فى واقعها اللغوى، واستقراء المادة اللغوية المتضمنة فى السياق الذى وردت فيه، ورصد أبنية الأفعال وتحليلها صرفيا وبيان معانيها ؛ وصولا إلى نتائج الدراسة. وقد جاء البحث فى مقدمة وتمهيد وثلاث مباحث، وخاتمة بها أهم النتائج التى توصل إليها البحث، وقائمة الملاحق، وقائمة المصادر والمراجع، وفهرس الموضوعات. اختصت المقدمة بالحديث عن أسباب اختيار الموضوع، أهداف الدراسة، منهج الدراسة، حدود الدراسة، والدراسات السابقة، وخطة الدراسة. واختص التمهيد بالتعريف بالشاعر. وأما المبحث الأول فتناول الأفعال الجامدة. المبحث الثانى تناول الأفعال المتصرفة التامة. المبحث الثالث تناول الأفعال المتصرفة الناقصة. وأما الخاتمة فتتناولت نتائج البحث، بالإضافة إلى قائمة الملاحق، تليها قائمة المصادر والمراجع. Abstract Studying Morphosyntactic modals is the base in understating our great Arabic language with its syntaxes and forms. This leads to the study which highlights verb from, analysis, and meaning in the poetical works ‘’The Holy Land” for Adnan Ali Reda AlNahwy, which demonstrates morphologists’ views. The research is built on the descriptive approach which is analytic and concentrates on syntax, inducting from context, deducing verb structure, morphological analysis, and meaning to reach the study findings. The study has an introduction, a preface, three researches and an epilogue- which includes the most important research findings, resources, references, and the index. The introduction highlights the reasons for choosing the study topic, goals, approach, outlines, and plan; and previous studies. The preface highlights the poet’s biography. As for the first research, it focuses on stative verbs. In the second research, it demonstrates dynamic verbs. The third research illustrates modal verbs. And the epilogue sums up the research findings, Moreover, there is an attachments list, followed by resources and references list.

Can get passive replace be passive in English?

While some traditional grammarians claim that get passive is the alternative colloquial of be passive, some scholars argue that get passive cannot be used to replace be passive since the use of get as a passive auxiliary is very limited. Due to the debatable claims, this research paper investigated whether be passive can replace get passive or not. In finding the answer, the writing was done by a thorough library study about semantic structure and division of each passive’s role. The result shows that get passive cannot replace be passive because of several reasons. From a semantic structure point of view, firstly the stative verbs, such as emotion and thought cannot be addressed with get passive. Secondly, get passive does not go well with the verbs “creation”. Following the structure, it is important to note that be passive and get passive have distinctive roles according to the event. Six types of get passives support this claim because get passive shows no indication that it can replace the function of be passive in some contexts. The types of get passive covers non-reflexive adversative, reflexive adversative, adversative get passive with an inanimate subject, beneficial get passive, the reflexive beneficial get passive and the beneficial get passive with an inanimate subject. After proposing all these different uses of get passive, it can be argued that get passive cannot be claimed to replace be passive because it denotes different meanings and get passive has restricted uses. If be passive is used in the context of get passive then it will shift the meanings.

Language predictors of theory of mind in cochlear implant children compared to normal-hearing peers

Background and Aim: Theory of mind (ToM) is very necessary to have successful social interaction. Hearing impairment disrupts the ToM development and language acquisition. This study aimed to compare ToM abilities of children with cochlear implant (CI) and normal hearing (NH) to clarify the role of language skills in ToM development. Methods: Participants were CI and NH children in two age ranges of 5−6 and 8−9 years. Main measures were basic and advanced tasks of ToM test (Abbreviated as B. ToM and A. ToM), and comprehension of mental–state verbs and relative clauses. Regression analysis was used to assess how language skills predict ToM. Results: CI children obtained significantly lower scores in all subscales of ToM test (p ≤ 0.001). Regression models for CI group aged 5−6-year showed that their comprehension of mental-state verbs predicted 53% of B. ToM. In CI children aged 8−9 years, comprehension of relative clauses and mental-state verbs together predicted 61% of B. ToM and 73% of A. ToM variances. Furthermore, comprehension of rela­tive clauses predicted 43% of B. ToM and 31% of A. ToM in younger NH children. Conclusion: Comprehension of mental-state verbs can predict only B. ToM in CI children aged 5−6 years and both B. ToM and A. ToM in CI children aged 8−9 years. Therefore, it is the main factor to predict ToM ability of preschool and school-age children with CI. The role of language should be considered by people who are helping these children for their cognitive problems. Keywords: Theory of mind; mental verb; relative clause; cochlear implant

The Use of the Progressive in Light of the AH in Monolingual EFL-Instructed Spanish Learners at University Level: A Longitudinal Learner Corpus-Based SLA Study

Despite recent interest in the analysis of the progressive in light of the Aspect Hypothesis (AH), little information is available on the use of the progressive by EFL Spanish learners. To gain a better understanding of the use of the progressive in EFL-instructed Spanish learner writing at advanced levels, this longitudinal learner corpus-based SLA study examines the frequency of use of the progressive, as well as two of the associations of the AH: (i) the progressive with dynamic verbs; (ii) and, no overextension of the progressive to stative verbs. The effects derived from factors or variables such as the tense employed, target- and non-target-like uses, students’ academic year and expected higher proficiency level, task type and individual preferences are also discussed as a way to fine-tuning the strong version of the AH to the use of the progressive by this learner group

The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials — both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit), as in Pudimos comprar la casa 'We could buy the house', metonymically extended to Compramos la casa 'We bought the house'; and (2) the distancing use (uso citativo) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which is metonymically extended to (Se me ha dicho/No recuerdo/No he oído) cómo te llamas [('I have been told/I can't recall/I couldn't hear') how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and (c) network building and the use of (dynamic) images to show variable construals in grammatical meaning

I hope they don't get forgotten. A descriptive corpus-based approach to get-passives with verbs of cognition in English

It is widely held in the literature that English get-passives are only found with dynamic predicates, stative verbs being excluded from it. However, based on an extensive corpus-based analysis of occurrences with the verbs forget, know, remember, understand and believe, this article shows that the get-passive with stative verbs of cognition, although infrequent, does occur in English. The so-called cognitive get-passive is then examined in relation to the formal, semantic and pragmatic properties commonly claimed to define central get-passives with dynamic verbs. The analysis reveals, on the one hand, that these features are not equally relevant in the characterisation of these sentences and, on the other, that there exist strong interconnections between them and the lexical properties of the verbs analysed.

The production and comprehension of Spanish se use in L2 and heritage Spanish

Previous studies in the acquisition of clitic se in Spanish have focused on the syntactic processes needed to perform detransitivization. However, current approaches on event structure reveal that se encodes aspectual information which is crucial for its acquisition. We examine the use, intuition and interpretation of the aspectual features constraining the clitic se in Spanish with physical change of state verbs and psychological verbs in declarative sentences, and in a set of why-questions. Twenty Spanish heritage speakers (HSs), 20 English-speaking L2 learners of Spanish, and 20 Spanish monolingual speakers participated in the study. Results showed a clear advantage among the HSs over the L2 learners across conditions. In general, the use of se with change of state verbs at advanced levels of proficiency seems to be harder to acquire than with psych verbs due to the aspectual morphological marking in L1 English. Interestingly, L2 learners and HSs were less sensitive to the [+inchoative] feature with psych verbs in why-questions. Results are also discussed in terms of the age of onset of bilingualism as an affecting factor on the acquisition of the aspectual values of inchoative se.

Usages grammaticaux du verbe -guma ‘rester’ en kirundi (JD62) : Une étude linguistique basée sur un corpus

In Bantu languages, verbs that have a general meaning can become grammaticalized. The purpose of this study is to show that in Kirundi (JD62), the variant spoken in Burundi, the stative verb -guma ‘to stay’ can appear in given morphosyntactic structures to contribute to the production of various grammatical semantics. This article, examines the different grammatical uses of -guma based on one corpus of Kirundi texts from BantUgent. According to corpus data three grammatical uses of the verb could be identified: continuity, regularity and gradual process. First of all, the verb -guma (used as an auxiliary) marks continuity depending on its conjugation and that of the main verb. Secondly, it marks a regularity of the action described by the main verb. Finally, it is used to mark a gradual process. These grammatical functions as well as the different forms of conjugation of -guma and the main verb do not have the same frequency in the written corpus and in the oral language. The statistical distribution shows that the use of -guma as a continuity marker is more frequent both in the written corpus and in oral language compared to regularity and gradual process.

Mental State Verb Production as a Measure of Perspective Taking in Narrations of Individuals With Down Syndrome

Introduction: Perspective taking is an important ability to enrich narrations by empathizing with a real or fictional character. Mental state verbs (MSV) are a good indicator for this ability as they serve to reflect the mindset that the narrator attributes to a protagonist. Especially syntactic abilities have been argued to be relevant for MSV use. Investigating persons with Down Syndrome (DS) is likely to provide important insights into the relationship of MSV use and syntactic abilities: MSV are mostly used in complex sentence structures, which are a frequent difficulty for individuals with this syndrome. Indeed, previous investigations have found first evidence for impaired MSV production in individuals with DS, indicating a link to syntactic abilities and expressive vocabulary. Our aim was to provide evidence on MSV production and on the syntactic context of MSV production in individuals with DS and to target a possible connection to both cognitive and language abilities using specific language assessments. Typically-developing (pre-)school children were included as a comparison group to identify impaired respectively developmentally-adequate performance.Method: 28 individuals with Down syndrome (aged 10; 0–20; 1 years) participated in a battery of cognitive, narrative and language measures. MSV-performance and syntactical context of MSV use were compared to data from 33 typically-developing children aged 3–9 years. We also analyzed the relationship between MSV production and language performance (vocabulary, syntax measures, mean length of utterance).Results: The total number and types of MSV used were comparable for individuals with DS and TD. Moreover, a syntactic analysis indicated that individuals with DS and TD use MSV in the same syntactic contexts. Nevertheless, the syntactic difficulties of participants with DS are reflected in their frequent use of MSV in sentence-fragments. Correlations over the DS group yielded that syntactic abilities were not decisive for the richness and diversity of MSV in narrations.Conclusion: Our findings suggest a comparable performance in MSV use in individuals with DS and school-aged TD children. The data indicate that MSV production is possible even with an impaired syntax suggesting unimpaired perspective taking abilities in individuals with DS.

Agent entailments and the division of labor between functional structure and roots

An influential proposal about the status of a verb’s agent argument maintains they are severed from the verb’s argument structure and introduced as external arguments via functional heads in the syntax (Kratzer 1996). Nonetheless, there are various conceptual and empirical arguments against this view (e.g., Dowty 1989; Wechsler 2005; Bale 2007; Müller & Wechsler 2014; Wechsler 2020). In this paper, we build on Bale’s (2007) arguments that transitivity plays a role in whether a verb’s external argument can be introduced outside the domain of the verb. Specifically, he argues based on sub-lexical modification with again that only eventive transitive verbs have their external arguments severed from the verb, and stative transitive and intransitive verbs do not. We present empirical evidence against this macro-classification, showing that particular classes of eventive transitive verbs, namely verbs of killing like murder, slay, slaughter, massacre, and assassinate in fact do not permit what Bale calls subjectless (agentless) presuppositions. Given an understanding of again’s presupposition being uniquely determined by the structural constituent it attaches to (Dowty 1979; von Stechow 1996; Beck & Johnson 2004; Bale 2007), this must mean that these verbs cannot have their external arguments severed, contra Bale’s generalization. Further we claim that intentionality entailments, which are often taken to be entailments of an Agent thematic role (Dowty 1991; Kratzer 1996), can in fact be dissociated from the syntactic introduction of the agent argument, and that certain verbs can lexically introduce them without directly introducing their agents. This is argued for by examining what we call manner of forced taking verbs like confiscate, snatch, and seize, which permit agentless presuppositions with again but still impose intentionality requirements on their subjects. We provide a compositional semantics for these two classes of verbs capturing these facts, and close with some speculations about the nature of intentionality entailments in regard to Rappaport Hovav & Levin’s (2010) MANNER/RESULT COMPLEMENTARITY.