I. History. Mainwaring's Handel : its relation to British aesthetics -- Herbert Spencer and a musical dispute -- II. Opera and film. Handel's operas : the form of feeling and the problem of appreciation -- Anti-semitism in Meistersinger? -- Speech, song, and the transparency of medium : on operatic metaphysics -- III. Performance. On the historically informed performance -- Ars perfecta : toward perfection in musical performance? -- IV. Interpretation. Another go at the meaning of music : Koopman, Davies, and (...) the meaning of "meaning" -- Another go at musical profundity : Stephen Davies and the game of chess -- From ideology to music : Leonard Meyer's theory of style change -- Sibley's last paper -- In defense of musical representation : music, representation, and the hybrid arts -- Music, language, and cognition : which doesn't belong? (shrink)

This book examines linguistic expressions of emotion in intensional contexts and offers a formally elegant account of the relationship between language and emotion. The author presents a compelling case for the view that there exist, contrary to popular belief, logical universals at the intersection of language and emotive content. This book shows that emotive structures in the mind that are widely assumed to be not only subjectively or socio-culturally variable but also irrelevant to a general theory of (...) class='Hi'>cognition offer an unusually suitable ground for a formal theory of emotive representations, allowing for surprising logical and cognitive consequences for a theory of cognition. Challenging mainstream assumptions in cognitive science and in linguistics, this book will appeal to linguists, philosophers of the mind, linguistic anthropologists, psychologists and cognitive scientists of all persuasions. Prakash Mondal is Assistant Professor of Linguistics and Cognitive Science at the Indian Institute of Technology Hyderabad. He is the author of Language, Mind and Computation (2014), Natural Language and Possible Minds (2016) and Language, Biology and Cognition (completed). (shrink)

What is the nature of the underlying representations and mechanisms which allow very young children to acquire the words and structures of their native language? Our research looks especially at children between the ages of 3-5 when language acquisition still proceeds rapidly and uses multiple methodologies, including act-out tasks, truth value judgment tasks, and elicited imitation and production tasks.

The present study investigates linguistics and cognitive effects of bilingualism with a minority language acquired through school medium education. If bilingualism has an effect on cognition and language abilities, regardless of language prestige or opportunities of use, young adult Gaelic-English speakers attending Gaelic medium education (GME) could have an advantage on linguistic and cognitive tasks targeting executive functions. These will be reported, compared to monolingual speakers living in the same area. Furthermore, this study investigates whether there (...) is a difference in Home Speakers of Gaelic (speakers who had acquired the language at home) compared to New Speakers of this language, i.e. whether an immersive context -as the one offered in medium education- compensates for not being native. A group of 23 monolingual English young adult speakers was compared with a group of 25 bilingual speakers attending a GME school since five years old. Participants were tested on comprehension of a set of sentences with incremental complexity in English, on their capacity to inhibit a distractor using the Test of Everyday attention (TEA) and on their performance in a Digit Span task. A tendency for a better performance on more complex linguistics and cognitive tasks was reported in bilinguals compared to monolinguals with a further advantage for New Speakers compared to Home Speakers. The study supports the idea that being bilingual in a minority language is as beneficial as speaking any other combination of languages. An immersive context of acquisition can be a good ground for developing advantages on both linguistics and cognitive tasks, with a further advantage for New speakers of the language. (shrink)

The book highlights the newly found evidence which indicates the imposition of boundary conditions on the structure and processing of events and how these are ...

Every language has a way of talking about seeing, hearing, smelling, tasting and touching. This can be done through lexical means, and through grammatical evidentials. The studies presented here focus on the experssions of perception and cognition in languages of Africa, Oceania, and South America.

The collection of papers addresses the perennial problem of the relation between language and meaning. It proposes various theoretical approaches to the issue ranging from a synergetic theory of meaning merging the cognitive and the socio-historical perspectives, through holistic, evolutionary models and a revision of some of the assumptions of Cognitive Metaphor Theory to the discussion of the role of pragmatic competence in meaning construction. A number of papers make recourse to corpus based studies and psycholinguistic experiments. The topics (...) of specific linguistic investigations cover such diverse issues as idiom processing, emotion words in Chinese, valuation of abstract nouns, the preposition <I>at and scalar adjectives. Several papers explore the application of the reflections on the nature of meaning to lexicography and translation. One, self-reflective article investigates the consequences of the unformulated assumptions about meaning for the coherence of proposed linguistic theories. The volume firmly places the study of meaning in the centre of the linguistic research by showing its significance for linguistic theory and its applications. (shrink)

The Sentence in Language and Cognition is about the significant role of the sentence in linguistic cognition and in the practical domains of human existence. Dr. Tista Bagchi has written a comprehensive assessment of the structure and cognitive function of the sentence and the clause in the context of real-world discourse and activities.The notions of sentencehood and clausehood with special reference to the semantic histories of the terms sentence and clause, including their ethical, legal, and administrative uses, (...) are assessed. This is followed by a concise historical survey of the treatment of the sentence in a few of the ancient linguistic traditions, notably the Greek, Roman(-Alexandrian), Arab, and Sanskrit scholastic traditions. A wide variety of sentence types, from a cross-section of languages spoken in Asia, Europe, and the Americas, are presented by way of factual evidence for sentences and clauses as linguistic units. Formally defined notions of the sentence and the clause as syntactic constituents in major theoretical frameworks are examined and assessed for their essential properties and points of convergence. The Sentence in Language and Cognition is an essential book for advanced students and researchers of linguistics. (shrink)

Tools, Language and Cognition in Human Evolution. Edited by Kathleen R. Gibson and Tim Ingold. New York: Cambridge University Press, 1993. $69.95 (cloth). 483 pp.

Ünal and Papafragou examine what one might call learning “really hard” meanings, that is, evidentials, which linguistically mark the source of information associated with use of a given verb. They explore the relationship between children’s mastery of the relevant nonlinguistic conceptual underpinnings and the linguistic marking of evidentials, and find that the two kinds of mastery show different developmental trajectories, with the relationship far from one‐to‐one. This case study points to the complex and nuanced relationships between language learning and (...) nonlinguistic understanding in the same domain. (shrink)

Current models of cortical speech and language processing include multiple regions within the temporal lobe of both hemispheres. Human communication, by necessity, involves complex interactions between regions subserving speech and language processing with those involved in more general cognitive functions. To assess these interactions, we utilized an ecologically salient conversation-based approach. This approach mandates that we first clarify activity patterns at the earliest stages of cortical speech processing. Therefore, we examined high gamma (70-150 Hz) responses within the electrocorticogram (...) (ECoG) recorded simultaneously from Heschl’s gyrus (HG) and lateral surface of the superior temporal gyrus (STG). Subjects were neurosurgical patients undergoing evaluation for treatment of medically intractable epilepsy. They performed an expanded version of the Mini-mental state examination (MMSE), which included additional spelling, naming, and memory-based tasks. ECoG was recorded from HG and the STG using multicontact depth and subdural electrode arrays, respectively. Differences in high gamma activity during listening to the interviewer and the subject's self-generated verbal responses were quantified for each recording site and across sites within HG and STG. The expanded MMSE produced widespread activation in auditory cortex of both hemispheres. No significant difference was found between activity during listening to the interviewer's questions and the subject's answers in posteromedial HG (auditory core cortex). A different pattern was observed throughout anterolateral HG and posterior and middle portions of lateral STG (non-core auditory cortical areas), where activity was significantly greater during listening compared to speaking. No systematic task-specific differences in the degree of suppression during speaking relative to listening were found in posterior and middle STG. Individual sites could, however, exhibit task-related variability in the degree of suppression during speaking compared to listening. The current study demonstrates that ECoG recordings can be acquired in time-efficient dialog-based paradigms, permitting examination of language and cognition in an ecologically salient manner. The results obtained from auditory cortex serve as a foundation for future studies addressing patterns of activity beyond auditory cortex that subserve human communication. (shrink)

The relation between language and thought has held a constant fascination for students of human cognition. In recent years, the question of whether language shapes or is shaped by cognitive categories has been at the center of debates on language and thought. One position, commonly referred to as ‘linguistic determinism’ (or ‘linguistic relativity’), has been particularly forcefully argued for by Benjamin Whorf. According to Whorf (1956: 212).

Pickering & Garrod's (P&G's) integrated model of production and comprehension includes no explicit role for nonlinguistic cognitive processes. Yet, how domain-general cognitive functions contribute to language processing has become clearer with well-specified theories and supporting data. We therefore believe that their account can benefit by incorporating functions like working memory and cognitive control into a unified model of language processing.

_Natural Language and Possible Minds: How Language Uncovers the Cognitive Landscape of Nature_ examines the intrinsic connection between natural language and the nature of mentality, offering to show how language can shed light on the forms of other types of mentality in non-humans.

We review the relationships between language, inner speech, and cognitive control in children and young adults, focusing on the domain of cognitive flexibility. We address the role that inner speech plays in flexibly shifting between tasks, addressing whether it is used to represent task rules, provide a reminder of task order, or aid in task retrieval. We also consider whether the development of inner speech in childhood serves to drive the development of cognitive flexibility. We conclude that there is (...) a close association between inner speech and cognitive flexibility in both adults and children. Experimental work has begun to specify in detail the role that inner speech might play in adult performance, suggesting that language plays a facilitative but not essential role in representing and activating the relevant task set, processes that occur on both switch and nonswitch trials. While developmental studies suggest an increase in the spontaneous use of verbal strategies with age, implying an increase in top-down control during shifting, experimental work is needed to specify more precisely the nature and precise role that inner speech plays in the development of cognitive control through childhood. (shrink)

How does human language contribute to the cognitive edge humans have over other species? This question eludes most current theories of language and knowledge. Incorporating research results in psychology and cutting a path through a broad range of philosophical debates, Nolan develops a strikingly original account of language acquisition which holds important implications for standard theories of language and the philosophical foundations of cognitive science.

By reconciling the linguistic device and the linguistic person, his book argues for a Vygotskyan cognitive science.

Rhythm is key to language acquisition. Across languages, rhythmic features highlight fundamental linguistic elements of the sound stream and structural relations among them. A sensitivity to rhythmic features, which begins in utero, is evident at birth. What is less clear is whether rhythm supports infants' earliest links between language and cognition. Prior evidence has documented that for infants as young as 3 and 4 months, listening to their native language supports the core cognitive capacity of object (...) categorization. This precocious link is initially part of a broader template: listening to a non-native language from the same rhythmic class as and to vocalizations of non-human primates provide English-acquiring infants the same cognitive advantage as does listening to their native language. Here, we implement a machine-learning approach to ask whether there are acoustic properties, available on the surface of these vocalizations, that permit infants' to identify which vocalizations are candidate links to cognition. We provided the model with a robust sample of vocalizations that, from the vantage point of English-acquiring 4-month-olds, either support object categorization or fail to do so. We assess whether supervised ML classification models can distinguish those vocalizations that support cognition from those that do not, and which class of acoustic features best support that classification. Our analysis reveals that principal components derived from rhythm-relevant acoustic features were among the most robust in supporting the classification. Classifications performed using temporal envelope components were also robust. These new findings provide in principle evidence that infants' earliest links between vocalizations and cognition may be subserved by their perceptual sensitivity to rhythmic and spectral elements available on the surface of these vocalizations, and that these may guide infants' identification of candidate links to cognition. (shrink)

Abstract“Force dynamics” refers to a previously neglected semantic category—how entities interact with respect to force. This category includes such concepts as: the exertion of force, resistance to such exertion and the overcoming of such resistance, blockage of a force and the removal of such blockage, and so forth. Force dynamics is a generalization over the traditional linguistic notion of “causative”: it analyzes “causing” into finer primitives and sets it naturally within a framework that also includes “letting,”“hindering,”“helping,” and still further notions. (...) Force dynamics, moreover, appears to be the semantic category that uniquely characterizes the grammatical category of modals, in both their basic and epistemic usages. In addition, on the basis of force dynamic parameters, numerous lexical items fall into systematic semantic patterns, and there exhibit parallelisms between physical and psychosocial reference. Further, from research on the relation of semantic structure to general cognitive structure, it appears that the concepts of force interaction that are encoded within language closely parallel concepts that appear both in early science and in naive physics and psychology. Overall, force dynamics thus emerges as a fundamental notional system that structures conceptual material pertaining to force interaction in a common way across a linguistic range: the physical, psychological, social, inferential, discourse, and mental-model domains of reference and conception. (shrink)

A familiar trope of cognitive science, linguistics, and the philosophy of psychology over the past forty or so years has been the idea of the mind as a modular system-that is, one consisting of functionally specialized subsystems responsible for processing different classes of input, or handling specific cognitive tasks like vision, language, logic, music, and so on. However, one of the major achievements of neuroscience has been the discovery that the brain has incredible powers of renewal and reorganization. This (...) "neuroplasticity," in its various forms, has challenged many of the orthodox conceptions of the mind which originally led cognitive scientists to postulate hardwired mental modules. -/- This book examines how such discoveries have changed the way we think about the structure of the mind. It contends that the mind is more supple than prevailing theories in cognitive science and artificial intelligence acknowledge. The book uses language as a test case. The claim that language is cognitively special has often been understood as the claim that it is underpinned by dedicated-and innate-cognitive mechanisms. Zerilli offers a fresh take on how our linguistic abilities could be domain-general: enabled by a composite of very small and redundant cognitive subsystems, few if any of which are likely to be specialized for language. In arguing for this position, however, the book takes seriously various cases suggesting that language dissociates from other cognitive faculties. -/- Accessibly written, The Adaptable Mind is a fascinating account of neuroplasticity, neural reuse, the modularity of mind, the evolution of language, and faculty psychology. (shrink)

A collection of essays discusses such topics as the nature of perception, the semiotic links between cognition and language, and iconism, with imaginative fables featuring animal heroes to illustrate the main points.

This volume brings together a collection of papers covering a wide range of topics in computer and cognitive science. Topics included are: the foundational relevance of logic to computer science, with particular reference to tense logic, constructive logic, and Horn clause logic; logic as the theoretical underpinnings of the engineering discipline of expert systems; a discussion of the evolution of computational linguistics into functionally distinct task levels; and current issues in the implementation of speech act theory.

Design features for language and stone toolmaking (not tool use) involve similar if not homologous cognitive processes. Both are arbitrary transformations of internal symbolization, whereas non-human tool using is mostly an iconic transformation. The major discontinuity between humans and non-humans (chimpanzees) is language. The presence of stone tools made to standardized patterns suggests communicative and social control skills that involved language.

Everett’s main claim is that language is a “cultural tool”, created by hominids for communication and social cohesion. I examine the meaning of the expression “cultural tool” in terms of the influence of language on culture or of the influence of culture on language. I show that these hypotheses are not well-supported by evidence and that language and languages, rather than being “cultural tools” as wholes are rather collections of tools used in different language games, (...) some cultural or social, some cognitive. I conclude that the coincidence between language and culture is due to the fact that both originate from human nature. (shrink)

Estamos ante el primer volumen de una serie sobre ciencia cognitiva publicada en Vancouver por la Universidad de British Columbia, con el objeto de tratar interdisciplinariamente, mediante contribuciones originales, los temas de preocupación central actualmente en ciencia cognitiva, como son los relativos a la percepción, aprendizaje, memoria, razonamiento ordinario y, en general, procesamiento de la información y del lenguaje, que corresponden a congresos y reuniones científicas dedicadas a tales campos en Vancouver.

Most biologists and some cognitive scientists have independently reached the conclusion that there is no such thing as learning in the traditional “instructive‘ sense. This is, admittedly, a somewhat extreme thesis, but I defend it herein the light of data and theories jointly extracted from biology, especially from evolutionary theory and immunology, and from modern generative grammar. I also point out that the general demise of learning is uncontroversial in the biological sciences, while a similar consensus has not yet been (...) reached in psychology and in linguistics at large. Since many arguments presently offered in defense of learning and in defense of “general intelligence‘ are often based on a distorted picture of human biological evolution, I devote some sections of this paper to a critique of “adaptationism,‘ providing also a sketch of a better evolutionary theory. Moreover, since certain standard arguments presented today as “knock-down‘ in psychology, in linguistics and in artificial intelligence are a perfect replica of those once voiced by biologists in favor of instruction and against selection, I capitalize on these errors of the past to draw some lessons for the present and for the future. (shrink)

In this first of three papers, a novel cognitive and psycho-linguistic non metric or non quantitative methodology developed for the analysis and validation of unconscious cognition and meaning in ostensibly literal verbal narratives is presented. Unconscious referents are reconceptualized as sub-literal referents. An integrally systemic, structural, and internally consistent set of operations is delineated and instantiated. The method is related to aspects of two models. The first is logico-mathematic structure; the second is linguistic syntax. After initially framing the problem (...) that the method addresses, along with some theoretical implications, historical precursors are briefly outlined. The method presents novel cognitive and linguistic operations. Though the method raises a number of issues of theory, research, and methodology, and makes a contribution to these areas, it stands independently, qua method. (shrink)