This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that they are less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age, and the potential problems that the development of clause complexity can cause in school-age children.

Most natural language processing (NLP) tasks suffer performance degradation when encountering long complex sentences, such as semantic parsing, syntactic parsing, machine translation, and text summarization. Previous works address the issue with an intuition of decomposing complex sentences and linking simple ones, such as RST-style discourse parsing, split-and-rephrase (SPRP), text simplification (TS), simple-sentence-decomposition (SSD), etc. However, these works are not applicable for semantic parsing like abstract meaning representation (AMR) parsing and semantic dependency parsing due to misalignments to semantic relations and unavailabilities to preserve original semantics. Following the same intuition and avoiding deficiencies of previous works, we propose a novel framework, hierarchical clause annotation (HCA), based on the linguistic research of clause hierarchy. With the HCA framework, we annotate a large HCA corpus to explore the potentialities of integrating HCA structural features into semantic parsing with complex sentences. Moreover, we decompose HCA into two subtasks, i.e., clause segmentation and clause parsing, and provide neural baseline models for more silver annotations.

Most natural language processing (NLP) tasks operate an input sentence as a sequence with token-level embeddings and features, despite its clausal structures. Taking Abstract Meaning Representation (AMR) parsing as an example, recent parsers are empowered by Transformers and pre-trained language models, but long-distance dependencies (LDDs) introduced by long sequences are still open problems. We argue that LDDs are not superficially blamed on the sequence length but are essentially related to the internal clause hierarchy. Typically, non-verb words in a clause cannot depend on words outside, and verbs from different but related clauses have much longer dependencies than those in the same clause. With this intuition, we introduce a type of clausal feature, hierarchical clause annotation (HCA), into AMR parsing and propose two HCA-based approaches, HCA-based self-attention (HCA-SA) and HCA-based curriculum learning (HCA-CL), to integrate HCA trees of complex sentences for addressing LDDs. We conduct extensive experiments on two in-distribution (ID) AMR datasets (AMR 2.0 and AMR 3.0) and three out-of-distribution (OOD) ones (TLP, New3, and Bio). Experimental results show that our HCA-based approaches achieve significant and explainable improvements against the baseline model and outperform the state-of-the-art (SOTA) model when encountering sentences with complex clausal structures that introduce most LDD cases.

Child and adolescent sexual abuse (CSA) is an international public health problem. Despite the importance of the CSA, there is no consensus definition, and the lack of consensus is related to difficulties in conducting prevalence studies, as well as research in other areas. To establish a consensual definition, legal aspects such as the age of sexual consent and the difference in age or power between victim and aggressor, aspects related to sexual freedom and sexual indemnity must be considered. Therefore, the main goal of this research was to analyze the age of sexual consent in the legal systems of Spanish-speaking countries and to examine whether the Romeo and Juliet clause is established. To achieve the proposed aims, we employed the legal interpretation method, and we analyzed the current Criminal Codes of the 21 Spanish-speaking countries. From the results, it is found that the age of sexual consent varies between countries, establishing valid sexual consent between 13 and 18 years. In addition, only six countries have the Romeo and Juliet clause that protects sexual freedom in adolescents. Finally, we discussed the lack of consensus on the age of sexual consent and the limitations presented by the Romeo and Juliet clause.