Greek and Spanish are two languages that display a similar subject distribution with unergative/unaccusative verbs, but different word orders with focused subjects (SV in Greek and VS in Spanish). Here we consider subject–verb word order in second language (L2) Greek and L2 Spanish in order to test the Interface Hypothesis (IH). To this end, we report a word-order selection task, with a Greek and a Spanish version. The two versions of the task were administered to L2 intermediate and advanced learners and native speakers of Greek and Spanish. The results show that the first language (L1) Spanish learners of Greek approximated more closely native word orders than the L1 Greek learners of Spanish. For the Spanish learners of Greek, the advanced group performed at ceiling, while the intermediate group performed native-like only with unergatives in neutral and direct interrogative subject-focused contexts. On the other hand, for the Greek learners of Spanish, the intermediate group failed in all contexts, while the advanced group performed native-like with unaccusatives in neutral contexts. This asymmetry between L2 Greek and L2 Spanish reveals that the L1–L2 combination determines the learners’ performance, and this is unexpected under the IH.

This study delves into the syntactic parsing abilities of children and infants exposed to Catalan as their first language. Focusing first on ages 3 to 6, we conducted two sentence-picture matching tasks. In experiment 1, 3 to 4-year-old children failed in identifying singular third-person subjects within null-subject sentences, although they performed above chance in all other scenarios, including plural third-person subjects and sentences with overt full DP subjects. This is reminiscent of the results of Pérez-Leroux for Spanish. In experiment 2, with the same design but involving numeral distractors, children’s performance was above chance level across all conditions from age 3 to 4. Then, in experiment 3, we moved to a younger age range with the help of eye-tracking techniques. The findings revealed that infants at 22 months had the ability to parse subject–verb agreement in sentences with third-person null subjects, and at 19 months there was evidence of parsing for third-person plural null subjects. These findings are inconsistent with the perception of children grappling with syntactic agreement computation. We argue that instances of underperformance in subject–verb agreement parsing identified in the literature often stem from task-related and pragmatic issues rather than core syntactic delay. If so, the putative asymmetry between early production of verbal inflection and late comprehension disappears; rather, the results suggest early establishment of matching operations and mastery of language-specific agreement properties before production starts.

Background
Description tasks are used to evaluate and investigate the production abilities of people with language impairments such as aphasia.

Aims
The goal of the present study is to investigate the production abilities of Catalan-speaking individuals with aphasia (IWA), as well as a smaller sample of individuals with cognitive impairment (IWCI), in comparison with those of healthy controls. A second goal is to evaluate whether the scoring system of the Catalan version of the CAT (CAT-CAT) is helpful to discriminate different patterns of language impairment.

Methods and procedure
In the study, 109 control subjects, 20 IWA and 4 IWCI were asked to orally describe a picture from the CAT-CAT. The scoring method consisted in a closed-rating system that evaluates productivity, discourse efficiency, fluency, grammatical complexity and grammaticality.

Results
The results show that the overall scores of the control subjects were significantly higher than those of the experimental groups; the difference between the two experimental groups was not significant. Yet, the group of IWA showed greater intersubject variability than the group of IWCI. Also, the IWA were consistently worse in fluency, grammaticality and grammatical complexity than the IWCI, which indicated a different pattern of performance between the two groups.

Conclusions
Our findings therefore show that the oral picture description of the CAT-CAT is sensitive to the language impairment of subjects with aphasia and cognitive impairment. Moreover, the rating system put forward allows us to uncover different patterns of language impairment, since it includes variables to evaluate separately content and discourse efficiency on the one hand, and grammatical features on the other hand.