Do We Need a Distinction between Arguments and Adjuncts? Evidence from Psycholinguistic Studies of Comprehension

Within both psycholinguistic theories of parsing and formal theories of syntax, a distinction between arguments and adjuncts is central to some theories, while minimized or denied by others. Even for theories that deem the argument/adjunct distinction important, the exact nature of the distinction has been difficult to characterize. In this paper, we review the psycholinguistic evidence for an argument/adjunct distinction, discuss how argument status can best be defined in the light of such evidence, and consider the implications for how grammatical knowledge is represented and accessed in the human mind.