This study investigated the effect of non-task language in language switching experiment. Non-task language refers to participants’ language(s) (regardless of proficiency level) that are not used in any trials throughout the experiment. We recruited 60 Tibetan-Chinese-English trilinguals (grade-12 high school students with a median age of 17) to perform a lexical decision (word vs. non-word) task in only two of their languages. We repeated the experiment three times to present each language pair (...) once. In each experiment, the participants were divided into two groups which significantly contrasted with each other in their non-task language while remained comparable in the two task languages. Response time (RT) and error rate (ER) have been examined to evaluate task performance. The interaction between task performance and the participants’ proficiency in the non-task language was also examined. The results showed null effect of language switching. In addition, the effect of the non-task language was not found. These results were interpreted with reference to the main models of bilingual visual word recognition and the role of orthography specificity. (shrink)

Many perception and processing effects of the lexical status of tone have been found in behavioral, psycholinguistic, and neuroscientific research, often pitting varieties of tonal Chinese against non-tonal Germanic languages. While the linguistic and cognitive evidence for lexical tone is therefore beyond dispute, the word prosodic systems of many languages continue to escape the categorizations of typologists. One controversy concerns the existence of a typological class of “pitch accent languages,” another the underlying phonological nature of surface tone contrasts, which in (...) some cases have been claimed to be metrical rather than tonal. We address the question whether the Sequence Recall Task, which has been shown to discriminate between languages with and without word stress, can distinguish languages with and without lexical tone. Using participants from non-tonal Indonesian, semi-tonal Swedish, and two varieties of tonal Mandarin, we ran SRTs with monosyllabic tonal contrasts to test the hypothesis that high performance in a tonal SRT indicates the lexical status of tone. An additional question concerned the extent to which accuracy scores depended on phonological and phonetic properties of a language’s tone system, like its complexity, the existence of an experimental contrast in a language’s phonology, and the phonetic salience of a contrast. The results suggest that a tonal SRT is not likely to discriminate between tonal and non-tonal languages within a typologically varied group, because of the effects of specific properties of their tone systems. Future research should therefore address the first hypothesis with participants from otherwise similar tonal and non-tonal varieties of the same language, where results from a tonal SRT may make a useful contribution to the typological debate on word prosody. (shrink)

This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants belonging to one of four groups were matched on age and socioeconomic status and administered task switching and dual-task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non-musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On (...) dual-task performance, musicians also outperformed non-musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long-term musical training is associated with improvements in task switching and dual-task performance. (shrink)

The aim of this collection of papers is to present different philosophical perspectives on the mental, exploring questions about how to define, explain and understand the various kinds of mental acts and processes, and exhibiting, in particular, the contrast between naturalistic and non-naturalistic approaches. There is a long tradition in philosophy of clarifying concepts such as those of thinking, knowing and believing. The task of clarifying these concepts has become ever more important with the major developments that have taken (...) place over the last century in the human and cognitive sciences - most notably, psychology, sociology, linguistics, neurophysiology, AI, and cognitive science itself. In all these sciences, there is a need to delineate the domain of the mental and to elucidate the key concepts and underlying assumptions. This need is widely recognized, but approaches and answers vary significantly. Some stress the representational features involved in most of our mental processes, others the inferential dimension; some stress the necessity of using empirical data, others the need to refine ideas before pursuing and drawing on empirical research. The papers collected in this volume are grouped into four parts, on language and thought, on knowledge, belief and action, on intentionality, and on naturalism. The volume will be welcomed by all those engaged and interested in debates about the mental in philosophy and the human and cognitive sciences. Table of Contents PART I: LANGUAGE AND THOUGHT Andrew Woodfield, Public Words Considered as Vehicles of Thinking Andrea Bianchi, Speaking and Thinking (Or: A More Kaplanian Way to a Unified Account of Language and Thought) Stefano Predelli, The Strange Case of the Missing Constituent PART II: KNOWLEDGE, BELIEF AND ACTION Pascal Engel, Taking Seriously Knowledge as a Mental State Carlo Gabbani, Epistemology and the Eliminative Stance Jennifer Hornsby, Knowledge, Belief and Reasons for Acting Wolfgang Kunne, Some Varieties of Deception PART III: INTENTIONALITY Sandro Nannini, Intentionality Naturalised Elisabetta Sacchi, Thought and Thinking: the Ontological Ground of Intentionality Elisabeth Pacherie, Is Collective Intentionality Really Primitive? PART IV: NATURALISM Marcello Frixione, Do Concepts exist? A Naturalistic Point of View Tim Crane, Cosmic Hermeneutics vs. Emergence: the Challenge of the Explanatory Gap Achim Stephan and Robert C. Richardson, What Physicalism Should Provide Us With Mario De Caro, The Claims of Naturalism. (shrink)

This article approaches defective and overabundant paradigm cells as an opportunity and pitfall for usage-based linguistics. Through reference to two production tasks involving native speakers of Czech, we show how definitions of these two categories are problematized when multiple forms per context are entrenched, or when pre-emption seems to occur in the absence of entrenchment: in other words, pre-emption occurs via entrenchment of uncertainty. We explain the results by adopting a broader, usage-based perspective. We examine the relationship between frequency (as (...) proxy for exposure) and reference-work information (as proxy fora prioristructure) to assess their connection with our experimental results. We assign a role to frequency as helping to form perceptions of “suitable” and “unsuitable” forms, but also note places where non-frequency factors predominate. “Structure” as represented by reference-work recommendations appears to have no significant connection to our experimental results; we discuss reasons for this. (shrink)

This study investigates the performance of 21 monolingual and 56 bilingual children aged 5;6-9;0 on German-LITMUS-sentence-repetition (SRT; Hamann et al., 2013) and nonword-repetition-tasks (NWRT; Grimm et al., 2014), which were constructed according to the LITMUS-principles (Language Impairment Testing in Multilingual Settings; Armon-Lotem et al., 2015). Both tasks incorporate complex structures shown to be cross-linguistically challenging for children with Specific Language Impairment (SLI) and aim at minimizing bias against bilingual children while still being indicative of the presence of (...) class='Hi'>language impairment across language combinations. Given the great variability in bilingual language exposure and the potential effect of language experience on language performance in bilingual children, we examined whether background variables related to bilingualism, particularly, the degree language dominance as measured by relative amount of use and exposure, could compromise the diagnostic accuracy of the German-LITMUS-SRT and NWRT. We further investigated whether a combination of the two tasks provides better diagnostic accurracy. To address this, we used an unsupervised machine learning algorithm, the Partitioning-Around-Medoids (PAM), for deriving a clinical category for the children as ±language-impaired based on performance scores on SRT and/or NWRT while withholding information about their clinical status based on standardized assessment in L1/L2. Subsequently, we calculated diagnostic accuracy and investigated which background variables (age of onset, length of exposure, degree of language-dominance, socio-economic-status, and risk factors for SLI) best explained clinical-group-membership yielded from the PAM-analysis based on NWRT and/or SRT scores. Results show that although language-dominance influences the performance of bilingual typically-developing children, especially in the SRT, the diagnostic accuracy of the tools is not compromised by language dominance: while risk factors for SLI were significant predictors for clinical group membership in all models, language dominance did not contribute at all to explaining clinical cluster membership as typically-developing or SLI based on any of the combinations of the SRT and NWRT variables. Additionally, results confirm that a combination of SRT scored by correct target structure and the structurally more complex language-dependent part of the NWRT yields better diagnostic accuracy than single measures and is only sensitive for risk factors for SLI and not to dominance levels or SES. (shrink)

The field of language evolution has recently made Gricean pragmatics central to its task, particularly within comparative studies between human and non-human primate communication. The standard model of Gricean communication requires a set of complex cognitive abilities, such as belief attribution and understanding nested higher-order mental states. On this model, non-human primate communication is then of a radically different kind to ours. Moreover, the cognitive demands in the standard view are also too high for human infants, who nevertheless (...) do engage in communication. In this paper I critically assess the standard view and contrast it with an alternative, minimal model of Gricean communication recently advanced by Richard Moore. I then raise two objections to the minimal model. The upshot is that this model is conceptually unstable and fails to constitute a suitable alternative as a middle ground between full-fledged human communication and simpler forms of non-human animal communication. (shrink)

How learning a second language changes our brain has been an important question in neuroscience. Previous neuroimaging studies with different ages and language pairs spoken by bilinguals have consistently shown plastic changes in brain systems supporting executive control. One hypothesis posits that L2 experience-induced neural changes supporting cognitive control, which is responsible for the selection of a target language and minimization of interference from a non-target language. However, it remains poorly understood as to whether such cognitive (...) advantage is reflected as stronger controlled processing or increased automatic inhibition processing. In this study, using functional MRI we scanned 27 Chinese-English late bilinguals while they performed a Simon task. Results showed that bilinguals with higher L2 vocabulary proficiency performed better in the Simon task, and more importantly, higher L2 vocabulary proficiency was associated with weaker activation of brain regions that support more general cognitive control, including the right anterior cingulate cortex, left insula and left superior temporal gyrus. These results suggest that L2 experience may lead to a more automatic and efficient processing in the inhibitory control task. Our finding provides an insight into neural activity changes associated with inhibitory control as a function of L2 proficiency. (shrink)

It is common to find that so-called minority languages enjoy fewer (if any) diagnostic tools than the so-called majority languages. This has repercussions for the detection and proper assessment of children with Specific Language Impairment (SLI) brought up in these languages. With a view to remedy this situation for Catalan, I developed a sentence repetition task to assess grammatical maturity in school-age children; in current practice, Catalan-speaking children are assessed with tests translated from Spanish, with disregard of the (...) fact that the markers of SLI may differ substantially from one language to another, even between closely related languages. The test proposed here is inspired by SASIT [School-Age Sentence Imitation Test – English], designed for English by Marinis et al. ( 2011 ); some of the constructions targeted are challenging in a subset of languages, but not others, and are included because they are indeed affected in Catalan SLI; other constructions appear to be disrupted universally. The test involves canonical SVO sentences, sentences with third person accusative clitics (known to be problematic in Catalan SLI, but not in Spanish), passives, wh- interrogatives, subordinate clauses, subject and object relatives and conditionals. The test was administered to thirty typically developing 6- and 7-year-olds (as reported in Gavarró et al., 2012b ), and five children diagnosed with SLI (mean age 10;7). The results of the task were scored under two systems: (i) identical vs. non-identical repetition and (ii) identical, grammatical and ungrammatical repetition, with detail regarding the error type. The results for typically developing and SLI children showed differences between the groups: identical repetition was found in 88.9% of cases for typically developing children but only 48% for SLI children. Ungrammatical productions were higher for the SLI group, and so were grammatical but different repetitions, a trend which was found in every child individually. The results are compared to those available in the literature for similar languages and I discuss the impact of grammatical variation in language performance, in both typical and impaired development. (shrink)

Earlier studies have shown that musically trained individuals may have a benefit in adverse listening situations when compared to non-musicians, especially in speech-on-speech perception. However, the literature provides mostly conflicting results. In the current study, by employing different measures of spoken language processing, we aimed to test whether we could capture potential differences between musicians and non-musicians in speech-on-speech processing. We used an offline measure of speech perception, which reveals a post-task response, and online measures of real time (...) spoken language processing: gaze-tracking and pupillometry. We used stimuli of comparable complexity across both paradigms and tested the same groups of participants. In the sentence recall task, musicians recalled more words correctly than non-musicians. In the eye-tracking experiment, both groups showed reduced fixations to the target and competitor words’ images as the level of speech maskers increased. The time course of gaze fixations to the competitor did not differ between groups in the speech-in-quiet condition, while the time course dynamics did differ between groups as the two-talker masker was added to the target signal. As the level of two-talker masker increased, musicians showed reduced lexical competition as indicated by the gaze fixations to the competitor. The pupil dilation data showed differences mainly in one target-to-masker ratio. This does not allow to draw conclusions regarding potential differences in the use of cognitive resources between groups. Overall, the eye-tracking measure enabled us to observe that musicians may be using a different strategy than non-musicians to attain spoken word recognition as the noise level increased. However, further investigation with more fine-grained alignment between the processes captured by online and offline measures is necessary to establish whether musicians differ due to better cognitive control or sound processing. (shrink)

Background: Previous studies have investigated the effects of dance interventions on Parkinson’s motor and non-motor symptoms in an effort to develop an integrated view of dance as a therapeutic intervention. This within-subject study questions whether dance can be simply considered a form of exercise by comparing a Dance for Parkinson’s class with a matched-intensity exercise session lacking dance elements like music, metaphorical language, and social reality of art-partaking.Methods: In this repeated-measure design, 7 adults with Parkinson’s were tested four times; (...) before and after a Dance for Parkinson’s class, as well as before and after a matched-intensity exercise session. Physiological measures included heart rate and electrodermal activity. Self-reported affect and body self-efficacy were collected. Gait symmetry and dual task cost were analyzed using the 6 min walking test and Timed-Up-and-Go test, respectively.Results: Average heart rate was the same for both conditions, while electrodermal activity was higher during Dance for Parkinson’s. Significant differences were found in body self-efficacy, beauty subscale, symmetry of gait, and dual task performance.Conclusion: Dance, compared to an exercise intervention of matched intensity, yields different outcomes through the means of intrinsic artistic elements, which may influence affective responses, the experience of beauty, self-efficacy, and gait performance. (shrink)

Children with developmental language disorder (DLD) reportedly struggle with the comprehension of aspect. However, since aspect and tense are closely entangled in the languages spoken by the children with DLD in previous studies, it is unclear whether the difficulty stems from aspect, tense, or both. Mandarin Chinese, a language without morphological manifestations of tense, is ideal to investigate whether the comprehension of aspect is specifically affected in children with DLD, yet to date work on this is scarce and (...) presents methodological limitations. In this study, we examined whether preschool Mandarin-speaking children with DLD have difficulty in comprehending perfective aspect (represented with the aspect marker -le) compared to imperfective aspect (represented with the aspect markerszai-and -zhe), whether performance can be explained in terms of the pre- vs. post-verbal realization of the aspect markers, and the potential role played by lexical aspect in the comprehension of grammatical aspect. Fourteen preschool children with DLD (mean age: 61.11 months old) and 14 TD children (mean age: 63.4 months old) matched for age and nonverbal intelligence participated in a sentence-picture matching task. Global results showed that, similar to their TD peers, children with DLD performed better on imperfective aspect than perfective aspect. Concerning specific aspect markers, while children with DLD indeed performed similarly to TD children on imperfective-zhe, they obtained significantly lower accuracy than TD children on perfective-leand imperfectivezai-. However, considering verb types combined with these aspect markers, results revealed that children with DLD scored significantly higher on the prototypical combination(s) (e.g.,zai- + Activity verbs) than on the non-prototypical combination(s) (e.g.,zai- + Accomplishment verbs). The performance pattern suggests that the comprehension of aspect markers by children with DLD is particularly affected by lexical aspect. As this also affects younger TD children, children with DLD are arguably at an earlier stage of aspectual development than their age and nonverbal intelligence matched TD peers. Therefore, the aspectual development of children with DLD appears to be delayed rather than deviant. Given this, language programs addressing difficulties in DLD may need to incorporate training on the use of aspect markers, especially targeting their combination with non-prototypical verbs. (shrink)

Despite the recent upsurge in research on abstract concepts, there remain puzzles at the foundation of their empirical study. These are most evident when we consider what is required to assess a person’s abstract conceptual abilities without using language as a prompt or requiring it as a response—as in classic non-verbal categorization tasks, which are standardly considered tests of conceptual understanding. After distinguishing two divergent strands in the most common conception of what it is for a concept to be (...) abstract, we argue that neither reliably captures the kind of abstraction required to successfully categorize in non-verbal tasks. We then present a new conception of concept abstractness—termed Trial Concreteness—that is keyed to individual categorization trials. It has advantages in capturing the context-relativity of the degree of abstraction required for the application of a concept and fittingly correlates with participant success in recent experiments. (shrink)

Direct electrical stimulation has been widely applied in both guidance of lesion resection and scientific research; however, the design and selection of intraoperative cognitive mapping tasks have not been updated in a very long time. We introduce updated mapping tasks for language and non-language functions and provide recommendations for optimal design and selection of intraoperative mapping tasks. In addition, with DES becoming more critical in current neuroscientific research, a task design that has not been widely used in (...) DES yet was introduced for more delicate mapping of brain functions especially for research purposes. We also illustrate the importance of designing a common task series for DES and other non-invasive mapping techniques. This review gives practical updated guidelines for advanced application of DES in clinical and neuroscientific research. (shrink)

Two experiments involving an international collaboration of experimenters sought to replicate and extend a previously published psi experiment on precognition by Daryl Bem that has been the focus of extensive research. The experiment reverses the usual cause–effect sequence of a standard psychology experiment using priming and reaction times. The preregistered confirmatory hypothesis is that response times to incongruent stimuli will be longer than response times to congruent stimuli even though the prime has not yet appeared when the participant records their (...) judgments. The confirmatory hypothesis for Experiment 1 was not supported. Exploratory analyses indicated that those participants who completed the English-language version rather than a translation showed a significant effect, as was the case in the original study; no significant departure from chance was found in data involving non-English translations. Experiment 2 sought to enhance the predicted effect by having each participant read either a pro-psi or an anti-psi statement at the beginning of the experiment to test the pre-recorded hypothesis that a pro-psi statement would produce a larger effect than an anti-psi statement. The results did not support the primary psi hypothesis and there was no effect in the English-language sample. However, there was mixed support for the effect of the psi statement on performance; those participants who received the pro-psi statement had a greater psi score than those who received the anti-psi statement. As in the original experiment, neither the experimenters’ nor participants’ beliefs were significantly associated with the dependent measure. In sum, the pre-registered confirmatory hypotheses were not supported. The importance of the personality variable Sensation Seeking, a component of extraversion, as a correlate of psi performance is discussed as are the challenges and implications for international collaborations and replication in controversial science. Keywords: priming; expectancy effect; retrocausation; consciousness; sociology; precognition; psi; replication Two experiments involving an international collaboration of experimenters sought to replicate and extend a previously published psi experiment on precognition by Daryl Bem that has been the focus of extensive research. The experiment reverses the usual cause-effect sequence of a standard psychology experiment using priming and reaction times. The preregistered confirmatory hypothesis is that response times to incongruent stimuli will be longer than response times to congruent stimuli even though the prime has not yet appeared when the participant records his or her judgments. The confirmatory hypothesis for Study 1 was not supported. Exploratory analyses indicated that those participants who completed the English-language version rather than a translation showed a significant effect, as was the case in the original study; no significant departure from chance was found in data involving non-English translations. Study 2 sought to enhance the predicted effect by having each participant read either a pro-psi or an anti-psi statement at the beginning of the experiment to test the pre-recorded hypothesis that a pro-psi statement would produce a larger effect than an anti-psi statement. The results did not support the primary psi hypothesis and there was no observed association between belief and experience of ESP and psi outcome. However, there was mixed support for the effect of the psi statement on performance; those participants who received the pro-psi statement had a greater psi score than those who received anti-psi statement. As in the original experiment, neither the experimenters’ nor participants’ beliefs or expectations were significantly correlated with the dependent measure. In sum, the pre-registered confirmatory hypotheses were not supported. The importance of the personality variable Sensation Seeking, a component of extraversion, as a correlate of psi performance is discussed as are the challenges and implications for international collaborations and replication in controversial science. (shrink)

The relationship between musical and linguistic skills has received particular attention in infants and school-aged children. However, very little is known about pre-schoolers. This leaves a gap in our understanding of the concurrent development of these skills during development. Moreover, attention has been focused on the effects of formal musical training, while neglecting the influence of informal musical activities at home. To address these gaps, in Study 1, 3- and 4-year-old children ( n = 40) performed novel musical tasks (perception (...) and production) adapted for young children in order to examine the link between musical skills and the development of key language capacities, namely grammar and phonological awareness. In Study 2, we investigated the influence of informal musical experience at home on musical and linguistic skills of young pre-schoolers, using the same evaluation tools. We found systematic associations between distinct musical and linguistic skills. Rhythm perception and production were the best predictors of phonological awareness, while melody perception was the best predictor of grammar acquisition, a novel association not previously observed in developmental research. These associations could not be explained by variability in general cognitive functioning, such as verbal memory and non-verbal abilities. Thus, selective music-related auditory and motor skills are likely to underpin different aspects of language development and can be dissociated in pre-schoolers. We also found that informal musical experience at home contributes to the development of grammar. An effect of musical skills on both phonological awareness and language grammar is mediated by home musical experience. These findings pave the way for the development of dedicated musical activities for pre-schoolers to support specific areas of language development. (shrink)

Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD (...) learning in several nonhuman animal species. (shrink)

Visual information conveyed by iconic hand gestures and visible speech can enhance speech comprehension under adverse listening conditions for both native and non‐native listeners. However, how a listener allocates visual attention to these articulators during speech comprehension is unknown. We used eye‐tracking to investigate whether and how native and highly proficient non‐native listeners of Dutch allocated overt eye gaze to visible speech and gestures during clear and degraded speech comprehension. Participants watched video clips of an actress uttering a clear or (...) degraded (6‐band noise‐vocoded) action verb while performing a gesture or not, and were asked to indicate the word they heard in a cued‐recall task. Gestural enhancement was the largest (i.e., a relative reduction in reaction time cost) when speech was degraded for all listeners, but it was stronger for native listeners. Both native and non‐native listeners mostly gazed at the face during comprehension, but non‐native listeners gazed more often at gestures than native listeners. However, only native but not non‐native listeners' gaze allocation to gestures predicted gestural benefit during degraded speech comprehension. We conclude that non‐native listeners might gaze at gesture more as it might be more challenging for non‐native listeners to resolve the degraded auditory cues and couple those cues to phonological information that is conveyed by visible speech. This diminished phonological knowledge might hinder the use of semantic information that is conveyed by gestures for non‐native compared to native listeners. Our results demonstrate that the degree of language experience impacts overt visual attention to visual articulators, resulting in different visual benefits for native versus non‐native listeners. (shrink)

The present study (N= 109) set out to examine the role of cross-linguistic differences as a source of potential difficulty in the acceptance and online interpretation of the English singulartheyby Chinese English as a Foreign Language (EFL) learners across two levels of second-language proficiency. Experiment 1 operationalized performance through an untimed acceptability judgment test and Experiment 2 through a self-paced reading task. Statistical analyses yielded an asymmetric pattern of results. Experiment 1 indicated that unlike native English speakers (...) who generally accepted the singulartheywith all antecedent types, two Chinese EFL groups consisting of English majors (higher level) and non-English majors (lower level) both rated it as the least acceptable pronoun regardless of their proficiency level. In contrast, Experiment 2 demonstrated that like native English speakers, both Chinese EFL groups were not disrupted in their reading by the use of the singulartheymost of the time, although its online interpretation was modulated by L2 proficiency levels of the participants. While the English majors were not affected by the use of the singularthey, the non-English majors spent a significantly longer time reading the latter region of the sentences where the singulartheywas used. In short, the results of the two experiments seem to indicate that under no time constraint, L2 speakers showed a heightened degree of grammar sensitivity, whereas when there was a time constraint, their grammatical sensitivity was reduced by a greater need to focus on meaning. The difficulty for Chinese EFL learners to acquire the singulartheymay be located at the restructuring of their existing knowledge of the plural feature ofthey[−PLURAL] in their mental lexicon and the adaptation to the sociocultural norms of the target language. The pedagogical implications of the findings are discussed. (shrink)

Most interpreting theories claim that different interpreting types should involve varied processing mechanisms and procedures. However, few studies have examined their underlying differences. Even though some previous results based on quantitative approaches show that different interpreting types yield outputs of varying lexical and syntactic features, the grammatical parsing approach is limited. Language sequences that form without relying on parsing or processing with a specific linguistic approach or grammar excel other quantitative approaches at revealing the sequential behavior of language (...) production. As a non-grammatically-bound unit of language sequences, frequency motif can visualize the local distribution of content and function words, and can also statistically classify languages and identify text types. Thus, the current research investigates the distribution, length and position-dependent properties of frequency motifs across different interpreting outputs in pursuit of the sequential generation behaviors. It is found that the distribution, the length and certain position-dependent properties of the specific language sequences differ significantly across simultaneous interpreting and consecutive interpreting output. The features of frequency motifs manifest that both interpreting output is produced in the manner that abides by the least effort principle. The current research suggests that interpreting types can be differentiated through this type of language sequential unit and offers evidence for how the different task features mediate the sequential organization of interpreting output under different demand to achieve cognitive load minimization. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 719 Metaphor and Religious Language. By JANET MARTIN SosKICE. Oxford: The Clarendon Press, 1985. Pp. 191. Cloth, $25.00. This book combines two excellent studies: the first is a critical analysis of theories of metaphor and topics in contemporary philosophy of language which are especially relevant to theories of metaphor; the second is an examination of the way in which models and the metaphorical language (...) based on them are understood in a critical realism concerning scientific explanation, and so can support the possibility of a critical realism in theology. The second study is premised on the first, but the first (Chapters I-V) can be read independently and is valuable in its own right whether or not the reader has theological concerns. Though the author's ultimate aim is to provide a defense of the "theist's right to make metaphysical claims" (a defense of "theological realism") by arguing for the "conceptual possibility" of a referential religious language (148), she is well aware that any adequate account of religious language has to be informed by a proper understanding of the variety of forms (literal and non-literal) our non-religious language takes. In particular, "no philosophical account of religious language will be either complete or sufficient if it fails to take account of the way forms of figurative discourse, like metaphor, function in the task of saying that which cannot be said in other ways " (63). The first five chapters of the book then are devoted to a detailed and comprehensive analysis of metaphor in ordinary language, beginning with classical accounts (Ch. 1), distinguishing metaphor both from non-linguistic entities and from other figures of speech (Chs. II and IV), and critically examining standard theories of metaphor (Ch. III) and issues concerning' metaphorical meaning,' 'metaphorical truth,' and the irreducibility of metaphor (Ch. V). Soskice begins (and ends) by defining metaphor as a "figure of speech whereby we speak about one thing in terms which are seen to be suggestive of another" (15, 49) and argues for an "interanimative" account of metaphor (which is presented as a refinement of the insights of I. A. Richards). In relatively small compass she presents a formally comprehensive survey and critical analysis of competing theories of metaphor. The criticisms are simple, straightforward, and radical. For example, she concludes that, at bottom, emotive accounts are inadequate because " there must be some guiding cognitive features which the emotive response is the response to" (27). (This sort of consideration later figures in her criticism of accounts which see a merely affective role for models.) She argues that theories which see the heart of metaphor in a self-contradictory at- 7~0 BOOK REVIEWS tribution ignore those acknowledged metaphors which do not imply logical conflict, those metaphors which are such only because of context or intention; however, they fail adequately to distinguish such logical conflict from nonsense (32ff). Substitution theories and comparison theories fail to see that " the very thinking is undertaken in terms of the metaphor " (25)-there are not two things antecedently known. Here begins her criticism of a thesis-the 'two subjects' thesis-which underlies much theorizing about metaphor. The criticism is an important and sustained one; it is addressed to sophisticated versions of the potentially promising "interactive " accounts of metaphor, like Black's (46ff), and comes into play '..:1 her analysis of Ricoeur's work on metaphor (Ch. V). Though I have only pointed in a sketchy way to the kind of criticism the author offers of the major theories of metaphor, I should emphasize that her criticism is detailed, careful, and cogent, and engages in illuminating give-and-take with contemporary philosophical discussions of metaphor and related linguistic issues (a la Davidson, Searle, et al.). It is, moreover, presented with such clarity and helpful examples as to make it both an excellent introduction to the topic and a useful study for those with some familiarity with the contemporary debate. The " interanimative " theory of metaphor which Soskice proposes holds that metaphor is in an important sense 'two ideas for one,' though it does not involve a duality of reference. Metaphor is not generated simply by " conflict of meaning" or by " interaction of two... (shrink)

Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD (...) learning in several nonhuman animal species. (shrink)

Disjunctions in the scope of possibility modals give rise to a conjunctive inference, generally referred to as ‘free choice.’ For example, Emma can take Spanish or Calculus suggests that Emma can take Spanish and can take Calculus. This inference is not valid on standard semantics for modals in combination with a Boolean semantics for disjunction. Hence free choice has sparked a whole industry of theories in philosophy of language and semantics. This paper investigates free choice in sentences involving a (...) non-monotonic modified numeral, under which we embed a possibility modal scoping over disjunction. One example is Exactly one student can take Spanish or Calculus. As we point out, the presence of certain readings of these sentences is a key test for a prominent approach, which analyzes free choice as a kind of scalar implicature. We report on two experiments investigating the readings of such sentences, using an inferential task. Our results are challenging for the implicature approach. We sketch two possible solutions within this approach, either adopting a different recent implicature algorithm, or exploring a different meaning for modified numerals with exactly. Both of them suffer from a variety of problems. We then discuss a third solution, which exploits a recent account of free choice based on homogeneity. This approach can account for our results, in combination with plausible assumptions about homogeneity projection, though it too has open issues with related cases. Regardless of which solution is chosen, non-monotonic contexts turn out to be an important test case for theories of free choice, implicature, and modified numerals. (shrink)

We can understand and act upon the beliefs of other people, even when these conflict with our own beliefs. Children’s development of this ability, known as Theory of Mind, typically happens around age 4. Research using a looking-time paradigm, however, established that toddlers at the age of 15 months old pass a non-verbal false-belief task (Onishi and Baillargeon in Science 308:255–258, 2005). This is well before the age at which children pass any of the verbal false-belief tasks. In this (...) study we present a more complex case of false-belief reasoning with older children. We tested second-order reasoning, probing children’s ability to handle the belief of one person about the belief of another person. We find just the opposite: 7-year-olds pass a verbal false-belief reasoning task, but fail on an equally complex low-verbal task. This finding suggests that language supports explicit reasoning about beliefs, perhaps by facilitating the cognitive system to keep track of beliefs attributed by people to other people. (shrink)

Human instructors often refer to objects and actions involved in a task description using both linguistic and non-linguistic means of communication. Hence, for robots to engage in natural human-robot interactions, we need to better understand the various relevant aspects of human multi-modal task descriptions. We analyse reference resolution to objects in a data collection comprising two object manipulation tasks and find that 78.76% of all referring expressions to the objects relevant in Task 1 are verbally underspecified and (...) 88.64% of all referring expressions are verbally underspecified in Task 2. The data strongly suggests that a language processing module for robots must be genuinely multi-modal, allowing for seamless integration of information transmitted in the verbal and the visual channel, whereby tracking the speaker’s eye gaze and gestures as well as object recognition are necessary preconditions. (shrink)

If a conclusion was reached that creatures without a language capability exhibit some form of a capability for logic, this would shed a new light on the relationship between logic, language, and thought. Recent experimental attempts to test whether some animals, as well as pre-linguistic human infants, are capable of exclusionary reasoning are taken to support exactly that conclusion. The paper discusses the analyses and conclusions of two such studies: Call’s (2004) two cups task, and Mody and (...) Carey’s (2016) four cups task. My paper exposes hidden assumptions within these analyses, which enable the authors to settle on the explanation which assigns logical capabilities to the participants of the studies, as opposed to the explanations which do not. The paper then demonstrates that the competing explanations of the experimental results are theoretically underdeveloped, rendering them unclear in their predictions concerning the behavior of cognitive subjects, and thus difficult to distinguish by use of experiments. Additionally, it is questioned whether the explanations are rivals at all, i.e. whether they compete to explain the cognitive processes of the same level. The contribution of the paper is conceptual. Its aim is to clear up the concepts involved in these analyses, in order to avoid oversimplified or premature conclusions about the cognitive abilities of pre- and non-linguistic creatures. It is also meant to show that the theoretical space surrounding the issues involved might be much more diverse and unknown than many of these studies imply. (shrink)

Buson, Nardy, Muller & Chevrot (2018) report two experiments ‐ a repetition task and a judgment task ‐ based on the phenomenon of sociolinguistic restoration. When people repeat utterances mixing standard and non‐standard variants, they make them homogeneous. The results suggest that coherent cognitive representation of the sociolinguistic varieties influences the reconstruction of the mixed heard utterance during the repetition. Using the repetition task could help understanding how sociolinguistic cues are organized in memory.

We study how people attend to and memorize endings of events that differ in the degree to which objects in them are affected by an action: Resultative events show objects that undergo a visually salient change in state during the course of the event (peeling a potato), and non‐resultative events involve objects that undergo no, or only partial state change (stirring in a pan). We investigate general cognitive principles, and potential language‐specific influences, in verbal and nonverbal event encoding and (...) memory, across two experiments with Dutch and Estonian participants. Estonian marks a viewer's perspective on an event's result obligatorily via grammatical case on direct object nouns: Objects undergoing a partial/full change in state in an event are marked with partitive/accusative case, respectively. Therefore, we hypothesized increased saliency of object states and event results in Estonian speakers, as compared to speakers of Dutch. Findings show (a) a general cognitive principle of attending carefully to endings of resultative events, implying cognitive saliency of object states in event processing; (b) a language‐specific boost on attention and memory of event results under verbal task demands in Estonian speakers. Results are discussed in relation to theories of event cognition, linguistic relativity, and thinking for speaking. (shrink)

Portioning-out and individuation are two important semantic properties for the characterization of countability. In Mandarin, nouns are not marked with count-mass syntax, and it is controversial whether individuation is encoded in classifiers or in nouns. In the present study, we investigates the interpretation of a minimal pair of non-interrogativewh-pronominal phrases, includingduo-shao-N andduo-shao-ge-N. Due to the presence/absence of the individual classifierge, these twowh-pronominal phrases differ in how they encode portioning-out and individuation. In two experiments, we used a Truth Value Judgment (...) class='Hi'>Task to examine the interpretation of these twowh-pronominal phrases by Mandarin-speaking adults and 4-to-6-year-old children. We found that both adults and children are sensitive to their interpretative differences with respect to the portioning-out and individuation properties. They assign either count or mass readings to the barewh-pronominal phraseduo-shao-N depending on specific contexts, but only count readings to the classifier-bearingwh-pronominal phraseduo-shao-ge-N. Moreover, the portioning-out and individuation properties associated with the individual classifiergeemerge independently in the course of language development, with the portioning-out property taking precedence over the individuation property. Taken together, the present study provides new evidence for the view that the portioning-out and individuation properties in Mandarin are encoded in classifiers rather than in nouns, and these two semantic properties are two distinct components in our grammar. (shrink)

Purpose: The paper aims at examining whether George Herbert Mead's theory of language is an appropriate candidate for developing a non-dualistic conception of experience and empirical research. Problem: Josef Mitterer has limited his theory of a non-dualizing way of speaking to criticizing dualistic positions in philosophy and sciences but has not developed a non-dualistic conception of empirical research. To do this, the task is to forego the notion "description" as a remainder category of dualism to develop a new (...) understanding of language. Findings: Mead's communication and action theory contains a non-dualistic nucleus. His gesture theory of communication allows us to distinguish action and speech and connect them in a non-dualizing way. Further research should especially focus on the relation between immediate and reflective experience in Mead's work. (shrink)

This study explored the effect of word knowledge facets on second language Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners’ heritage status. L2 Chinese learners with a mixture of linguistic and cultural backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge and word-specific knowledge contributed to L2 Chinese lexical inference. In addition, the study underlined the (...) moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population. (shrink)

Linguistic dependencies between non‐adjacent words have been shown to cause comprehension difficulty, compared with local dependencies. According to one class of sentence comprehension accounts, non‐local dependencies are difficult because they require the retrieval of the first dependent from memory when the second dependent is encountered. According to these memory‐based accounts, making the first dependent accessible at the time when the second dependent is encountered should help alleviate the difficulty associated with the processing of non‐local dependencies. In a dual‐task paradigm, (...) participants read sentences that did or did not contain a non‐local dependency (i.e., object‐ and subject‐extracted cleft constructions) while simultaneously remembering a word. The memory task was aimed at making the word held in memory accessible throughout the sentence. In an object‐extracted cleft (e.g., It was Ellen whom John consulted…), the object (Ellen) must be retrieved from memory when consulted is encountered. In the critical manipulation, the memory word was identical to the verb's object (ELLEN). In these conditions, the extraction effect was reduced in the comprehension accuracy data and eliminated in the reading time data. These results add to the body of evidence supporting memory‐based accounts of syntactic complexity. (shrink)

As the title of the present article shows, it highlights the three philosophically integrated areas – (1) pramāṇa-epistemology (theory of comprehensive knowledge involving both perception and inference), (2) logic (although a part of pramāṇa-epistemology, it has two modes, namely, inductive reasoning and deductive reasoning), and (3) language (or semantics, i.e. the double negation theory of meaning, which falls under inference). These are interconnected as well as overlapping within the Buddhist mainstream tradition of the process philosophy as opposed to the (...) substantialist philosophy. The same is the case with the three celebrated Buddhist thinkers – Vasubandhu, Dignāga (also spelt as Diññāṇa), and Dharmakīrti – who develop their radical and critical views focusing on these areas in historical-cum-philosophical order. It is worth noting that within the same mainstream Buddhist tradition, each one of the three thinkers picks up the problematic issues from their predecessors – from the Buddha to their immediate predecessors respectively – for their solutions against the backdrop of the two conflicting mainstream traditions – Buddhist and non-Buddhist. The central focus of these thinkers is first to identify the crucial issues, doctrinal principles, terminology, and methodology in their own ways and conceptual frameworks, which generate not only the mutual conflicts in the course of dialogues but also strengthen their positions by means of their new radical ideas, innovations, terminologies, methodologies, and doctrinal principles. As a result, the three selected areas and their crucial issues are explained, elaborated, and interpretated for better understanding. All of which are rooted in the Buddha’s path of wisdom, ethics, and liberation from the human predicament (duḥkha-nivṛtti). In this grand project of the deepest concerns, the Buddha utilized multiple strategies like understanding and controlling the problematic nature of the mind (Pāli citta, manasa) and its concomitance (Pāli cetasika, dhammā) by means of the concentrative meditation (Pāli jhāna, Sanskrit (hereafter Skt., dhyāna), cultivation of knowledge (Pāli vijjā, Skt. vidyā) and conduct/moral purity (Pāli caraṇa, Skt. ācaraṇa), destruction of afflictions/defilements (Pāli kilesa, Skt. kleśa), critical and logical thinking with valid arguments, and so on. His disciples also treat him as the possessor of valid method, arguments, meaning, practice, and purpose (Skt. pramāṇabhūta, the term used by Dignāga). He believed in the common humanity as the community of sufferers and the autonomy of every human being (Pāli attakāra), but strongly rejected the hierarchy of humanity on the basis of caste, birth, and dogmatic religious identity. For these reasons, following the Buddha and his celebrated followers like Vasubandhu, Dignāga, and Dharmakīrti, my task in this article is how to clearly and elaborately discuss the above identified issues and theories, first to understand them for myself and then logically prove the whole process of knowledge and the designed purpose through communication to those who have the intention to hear and understand the framework of common language for their benefits. I wish the readers like students and young teachers benefit from my research work. Further, since my learning of the Tibetan language is zero, but comfortable in Sanskrit and Pāli, I have been heavily dependent on three great modern thinkers who have widely written independently and also translated the Buddhist Tibetan texts, which were translated from the original Sanskrit texts now lost, into English in the areas of Buddhist epistemology, logic, and semantics. These modern scholars are Masaaki Hattori, Shoryo Katsura, and Richard Hayes. Besides them, I have also little benefitted from some other scholars who have worked in the same areas. (shrink)

In this case report, we studied Theory of Mind and figurative language comprehension in a 7.2-year-old child, conventionally named RJ, with isolated and complete agenesis of the corpus callosum, a rare malformation due to the absence of the corpus callosum, the major tract connecting the two brain hemispheres. To study ToM, which is the capability to infer the other’s mental states, we used the classical false belief tasks, and to study figurative language, i.e., those linguistic usages involving non-literal (...) meanings, we used tasks assessing metaphor and idiom comprehension. RJ’s intellectual level and his phonological, lexical, and grammatical abilities were all adequate. In both the ToM false belief tasks and novel sensory metaphor comprehension, RJ showed a delay of 3 years and a significant gap compared to a typically developing control group, while in idioms, his performance was at the border of average. These outcomes suggest that RJ has a specific pragmatic difficulty in all tasks where he must interpret the other’s communicative intention, as in ToM tasks and novel sensory metaphor comprehension. The outcomes also open up interesting insights into the relationships between ToM and figurative language in children with isolated and complete ACC. (shrink)

In Gradient Acceptability and Linguistic Theory, Elaine J. Francis examines a challenging problem at the intersection of theoretical linguistics and the psychology of language: the problem of interpreting gradient judgments of sentence acceptability in relation to theories of grammatical knowledge. This problem is important because acceptability judgments constitute the primary source of data on which such theories have been built, despite being susceptible to various extra-grammatical factors. Through a review of experimental and corpus-based research on a variety of syntactic (...) phenomena and an in-depth examination of two case studies, Francis argues for two main positions. The first is that converging evidence from online comprehension tasks, elicited production tasks, and corpora of naturally-occurring discourse can help determine the sources of variation in acceptability judgments and narrow down the range of plausible theoretical interpretations. The second is that the interpretation of judgment data depends crucially on one's theoretical commitments and assumptions, especially with respect to the nature of the syntax-semantics interface and the choice of either a categorical or a gradient notion of grammaticality. The theoretical frameworks considered in this book include derivational theories (e.g. Minimalism, Principles and Parameters), constraint-based theories (e.g. Sign-based Construction Grammar, Simpler Syntax), competition-based theories (e.g. Stochastic Optimality Theory, Decathlon Model), and usage-based approaches. While showing that acceptability judgment data are typically compatible with the assumptions of various theoretical frameworks, Francis argues that some gradient phenomena are best captured within frameworks that permit soft constraints-non-categorical grammatical constraints that encode the conventional preferences of language users. (shrink)

Theories of relations between language and conceptual development benefit from empirical evidence for concepts available in infancy, but such evidence is comparatively scarce. Here, we examine early representations of specific concepts, namely, sets of dynamic events corresponding either to predicates involving two variables with a reversible, asymmetric relation between them (such as the set of all events that correspond to a linguistic phrase like “a dog is pushing a car,”) or to comparatively simpler, one-variable predicates (such as the set (...) of events corresponding to a phrase like “a dog is jumping.”). We develop a non-linguistic, anticipatory eye-tracking task that can be administered to both infants and adults, and we use this task to gather evidence for the formation and use of such one-and two-place-predicate classes (which we refer to as event sortals) in 12–24-mo-old infants, and in adults with and without concurrent verbal prose shadowing. Using visually similar stimuli for both the simpler (one-place) and the more complex (reversible, asymmetric, two-place) concepts, we find that infants only show evidence for forming and generalizing one-place event sortals, and, while adults succeed with both kinds in the absence of verbal shadowing, shadowing hampers their ability to form and use the asymmetric two-place event sortals. In a subsequent experiment with adults, we find that if the shadowing material is grammatically impoverished, adults now succeed in forming and using both one- and two-place event sortals. We discuss implications of these results for theories of concept acquisition, and the role of language in this process. (shrink)

It has been proposed that processing sentential negation recruits the neural network of inhibitory control. In addition, inhibition mechanisms also play a role in switching languages for bilinguals. Since both processes may share inhibitory resources, the current study explored for the first time whether and how language-switching influences the processing of negation. To this end, two groups of Spanish-English bilinguals participated in an encoding-verification memory task. They read short stories involving the same two protagonists, referring to their activities (...) in four different scenarios in Spanish or English. Following each story, the participants received verification questions requiring “yes” or “no” responses depending on whether a given fact was correctly referred to one of the protagonists. Some of the verification questions were in the story’s original language and others in the alternate language. Results revealed that language-switching facilitated negative responses compared to affirmative responses, exclusively for questions switching from dominant language to non-dominant language. This effect might reflect that the domain-general mechanisms of inhibitory control are recruited at least partially for both language switch and negation process simultaneously, although this phenomenon is modulated by language dominance. (shrink)

Studies on bilingual word processing have demonstrated that the two languages in a mental lexicon can be parallelly activated. However, it is under discussion whether the activated, non-target language gets involved in the target language. The present study aimed to investigate the role of the first language translation in the second language word processing. The tasks of semantic relatedness judgment and lexical decision were both adopted, to explore the relation of the possible L1 involvement and the (...) task demand. Besides, bilinguals with relatively higher and lower L2 proficiency were recruited, to clarify the potential influence of L2 proficiency. Results showed that the manipulation of L1 translation exerted an influence on bilinguals’ task performances, indicating that L1 translation was involved, but did not just serve as a by-product when bilinguals were processing L2 words. And about the influence of L2 proficiency, the higher proficiency bilinguals performed better than the lower proficiency ones when the L1 translations could be taken advantage of, indicating a better access to L1 translation in L2 word processing, as bilinguals’ L2 proficiency increased. As for the task demands, the L1 translation was partially involved in Experiment 1 while a full involvement was observed in Experiment 2, suggesting a differed depth of L1 translation involvement, if the task demands allowed. The present study supplemented the previous ones due to its participants and tasks ; besides, it provided an interesting view into interpreting the “task schema” of the BIA+ model. (shrink)

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had (...) limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction. (shrink)

We can understand and act upon the beliefs of other people, even when these conflict with our own beliefs. Children’s development of this ability, known as Theory of Mind, typically happens around age 4. Research using a looking-time paradigm, however, established that toddlers at the age of 15 months old pass a non-verbal false-belief task (Onishi and Baillargeon in Science 308:255–258, 2005). This is well before the age at which children pass any of the verbal false-belief tasks. In this (...) study we present a more complex case of false-belief reasoning with older children. We tested second-order reasoning, probing children’s ability to handle the belief of one person about the belief of another person. We find just the opposite: 7-year-olds pass a verbal false-belief reasoning task, but fail on an equally complex low-verbal task. This finding suggests that language supports explicit reasoning about beliefs, perhaps by facilitating the cognitive system to keep track of beliefs attributed by people to other people. (shrink)

"This collection of essays explores Wittgenstein's significance for the philosophy of religion. Through a discussion of language-games, forms of life, and Wittgenstein's strictures against subliming the logic of our language, we are brought to see the importance of emphasising that to reflect on the reality of God is to reflect on a kind of reality. God's reality is a spiritual reality, something ignored in contemporary debates between realism and non-realism which pay little attention to concept-formation in religion." "These (...) conceptual insights are brought to bear on the clash between belief and atheism; the task of understanding religious experience; issues concerning language and ritual; whether evil calls for theodicies which claim to understand and justify the ways of God; and difficulties in talking of miracles in the twentieth century." "The author argues against ambitions to construct a Christian philosophy. In contrast, the flexibility in Wittgenstein's methods helps us to appreciate philosophy's distinctive tasks in relation to religion."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

Arbitrary symbolism is a linguistic doctrine that predicts an orthogonal relationship between word forms and their corresponding meanings. Recent corpora analyses have demonstrated violations of arbitrary symbolism with respect to concreteness, a variable characterizing the sensorimotor salience of a word. In addition to qualitative semantic differences, abstract and concrete words are also marked by distinct morphophonological structures such as length and morphological complexity. Native English speakers show sensitivity to these markers in tasks such as auditory word recognition and naming. One (...) unanswered question is whether this violation of arbitrariness reflects an idiosyncratic property of the English lexicon or whether word concreteness is a marked phenomenon across other natural languages. We isolated concrete and abstract English nouns, and translated each into Russian, Arabic, Dutch, Mandarin, Hindi, Korean, Hebrew, and American Sign Language. We conducted offline acoustic analyses of abstract and concrete word length discrepancies across languages. In a separate experiment, native English speakers with no prior knowledge of these foreign languages judged concreteness of these nouns. Each naïve participant heard pre-recorded words presented in randomized blocks of three foreign languages following a brief listening exposure to a narrative sample from each respective language. Concrete and abstract words differed by length across five of eight languages, and prediction accuracy exceeded chance for four of eight languages. These results suggest that word concreteness is a marked phenomenon across several of the world's most widely spoken languages. We interpret these findings as supportive of an adaptive cognitive heuristic that allows listeners to exploit non-arbitrary mappings of word form to word meaning. (shrink)

In recent years, language has been shown to play a number of important cognitive roles over and above the communication of thoughts. One hypothesis gaining support is that language facilitates thought about abstract categories, such as democracy or prediction. To test this proposal, a novel set of semantic memory task trials, designed for assessing abstract thought non-linguistically, were normed for levels of abstractness. The trials were rated as more or less abstract to the degree that answering them (...) required the participant to abstract away from both perceptual features and common setting associations corresponding to the target image. The normed materials were then used with a population of people with aphasia to assess the relationship of abstract thought to language. While the language-impaired group with aphasia showed lower overall accuracy and longer response times than controls in general, of special note is that their response times were significantly longer as a function of a trial’s degree of abstractness. Further, the aphasia group’s response times in reporting their degree of confidence (a separate, metacognitive measure) were negatively correlated with their language production abilities, with lower language scores predicting longer metacognitive response times. These results provide some support for the hypothesis that language is an important aid to abstract thought and to metacognition about abstract thought. (shrink)

Successful face‐to‐face communication involves multiple channels, notably hand gestures in addition to speech for spoken language, and mouth patterns in addition to manual signs for sign language. In four experiments, we assess the extent to which comprehenders of British Sign Language (BSL) and English rely, respectively, on cues from the hands and the mouth in accessing meaning. We created congruent and incongruent combinations of BSL manual signs and mouthings and English speech and gesture by video manipulation and (...) asked participants to carry out a picture‐matching task. When participants were instructed to pay attention only to the primary channel, incongruent “secondary” cues still affected performance, showing that these are reliably used for comprehension. When both cues were relevant, the languages diverged: Hand gestures continued to be used in English, but mouth movements did not in BSL. Moreover, non‐fluent speakers and signers varied in the use of these cues: Gestures were found to be more important for non‐native than native speakers; mouth movements were found to be less important for non‐fluent signers. We discuss the results in terms of the information provided by different communicative channels, which combine to provide meaningful information. (shrink)

Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often codedvianon-adjacent dependencies (NADs, e.g.,issinging). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs,Lammertink et (...) al. (2019)recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a “Stem Completion” task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting. (shrink)

The evidence about asymmetries between the two hemispheres in human and non-human species may contribute to the current debate about language evolution. Here I present a selective review of the available data, limited to the macroscopic and microscopic anatomy of the main language areas. Both post-mortem and imaging studies confirm the presence of a leftward asymmetry in the Planum Temporale region in humans; in the case of Broca’s area the evidence is less consistent. The data about non-human primates (...) also support the presence of a leftward asymmetry of the PT area in apes and monkeys. Studies on large populations, combining quantitative structural imaging of cortex and white matter, functional imaging measures during language tasks, and detailed assessments of handedness are needed to assess the relevance of comparative brain anatomy data to the investigation of language evolution. (shrink)

After a survey sketch of the development of analytic philosophy and its application to problems in philosophy of religion during the 1950's, Clarke argues that the non-descriptive functions of religious language depend on its descriptive functions and that the central problem of natural theology, upon which all revealed theology depends for its meaningfulness, is to show that the statement "There is a God" is both necessary and descriptive. To this end its first task is to provide a precise (...) definite description of God for which this may be done. His own suggestions are Hartshornean, carrying with them the explicit argument that traditional conceptions are not viable. In an interesting twist of a Kantian theme it is argued that the ontological argument depends for its success on the cosmological argument. The more general question of the possibility of metaphysics in the light of linguistic philosophy is treated in chapters devoted to the descriptive character of necessary statements and the logical requirements for setting up a metaphysical language. The chapter on the application of symbolic logic to natural theology might well have been included as an appendix, for its inclusion in the main text tends to fragment an essay which is already none too unified.—M. W. (shrink)

Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English This paper examines word-formation abilities in coining compounds and derivatives in preschool children and adult speakers of two languages differing in overall word-formation productivity and in favoring of particular word-formation patterns. An elicitation picture naming task was designed to assess these abilities across a range of word-formation categories. Adult speakers demonstrated well-developed word-formation skills in patterns both typical and (...) non-typical for their native language. In contrast with adult results, preschool children predominantly coined innovations conforming to the general pattern of their language: Polish children favoring derivation and American children favoring compounding. The results show that although children are improving their wordformation skills during the preschool years, they need much more experience to come to the mature proficiency in using the variety of word-formation patterns available in their language. (shrink)