This paper presents the formation of causative verbs and different causativization strategies in the Uralic languages as evidenced by six verb sets in 22 languages. The sample is a selection of basic verbs from a larger database including altogether 21 non-causal and causal verb pairs based on a slightly revised version of Nichols, Peterson and Barnes (2004). Our sample illustrates the big picture of causativization in Uralic in the light of three animate verb pairs ‘eat’ / ‘feed’, ‘see’ / ‘show’, ‘fear, be afraid’ / ‘frighten, scare’ and three inanimate non-causal / causal pairs, namely ‘burn (intr.); catch fire’ / ‘burn (tr.); set afire’, ‘dry (intr.); get dry’ / ‘dry (tr.), dry out’ and ‘be straight; straighten out’ / ‘straighten; make straight’. The sample shows some variation in the causativization strategies across the language family and different lexical types. However, the dominating characteristic of almost all investigated cases is that the Uralic languages prefer valency changing affixal morphology whereas other strategies are more random and result from verb- specific and language-specific historical development. A qualitative analysis of the diachronic development shows that, actually, most deviating patterns originate from former valency changing affixal morphology patterns as well.

Advances in computer-assisted linguistic research have been greatly influential in reshaping linguistic research. With the increasing availability of interconnected datasets created and curated by researchers, more and more interwoven questions can now be investigated. Such advances, however, are bringing high requirements in terms of rigorousness for preparing and curating datasets. Here we present CLICS, a Database of Cross-Linguistic Colexifications (CLICS). CLICS tackles interconnected interdisciplinary research questions about the colexification of words across semantic categories in the world's languages, and show-cases best practices for preparing data for cross-linguistic research. This is done by addressing shortcomings of an earlier version of the database, CLICS2, and by supplying an updated version with CLICS3, which massively increases the size and scope of the project. We provide tools and guidelines for this purpose and discuss insights resulting from organizing student tasks for database updates.