In order to investigate whether addressees can make immediate use of speaker‐based constraints during reference resolution, participant addressees' eye movements were monitored as they helped a confederate cook follow a recipe. Objects were located in the helper's area, which the cook could not reach, and the cook's area, which both could reach. Critical referring expressions matched one object (helper's area) or two objects (helper's and cook's areas), and were produced when the cook's hands were empty (...) or full, which defined the cook's reaching ability constraints. Helper's first and total fixations showed that they restricted their domain of interpretation to their own objects when the cook's hands were empty, and widened it to include the cook's objects only when the cook's hands were full. These results demonstrate that addressees can quickly take into account task‐relevant constraints to restrict their referential domain to referents that are plausible given the speaker's goals and constraints. (shrink)

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an (...) avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. (shrink)

Although children learn more when teachers gesture, it is not clear how gesture supports learning. Here, we sought to investigate the nature of the memory processes that underlie the observed benefits of gesture on lasting learning. We hypothesized that instruction with gesture might create memory representations that are particularly resistant to interference. We investigated this possibility in a classroom study with 402 second‐ and third‐grade children. Participants received classroom‐level instruction in mathematical equivalence using videos with or without accompanying gesture. After (...) instruction, children solved problems that were either visually similar to the problems that were taught, and consistent with an operational interpretation of the equal sign (interference), or visually distinct from equivalence problems and without an equal sign (control) in order to assess the role of gesture in resisting interference after learning. Gesture facilitated learning, but the effects of gesture and interference varied depending on type of problem being solved and the strategies that children used to solve problems prior to instruction. Some children benefitted from gesture, while others did not. These findings have implications for understanding the mechanisms underlying the beneficial effect of gesture on mathematical learning, revealing that gesture does not work via a general mechanism like enhancing attention or engagement that would apply to children with all forms of prior knowledge. (shrink)

Since Horn (1972) the notion of conversational implicature proposed by Grice has been put to use to explain certain interpretive differences between expressions in natural language and their counterparts in formal logic. For example, the sentences in (1) seem to convey more than they would be expected to if the natural language disjunction or had the same meaning as the logical disjunction ∨, or if the quantificational determiner some was interpreted as the existential quantifier ∃.

Norris et al.'s claim that feedback is unnecessary is compromised by (1) a questionable application of Occam's razor, given strong evidence for feedback in perception; (2) an idealization of the speech recognition problem that simplifies those aspects of the input that create conditions where feedback is useful; (3) Norris et al.'s use of decision nodes that incorporate feedback to model some important empirical results; and (4) problematic linking hypotheses between crucial simulations and behavioral data.

We adopt the visual-world eye-tracking paradigm to test the hypothesis that scalar implicatures are integrated very locally to the utterance of scalar terms. Focusing on the and,or scale, we show that early point-of-disambiguation effects similar to those triggered by the integration of the lexical meaning of and can be triggered by the integration of the exhaustive meaning of or. Some design issues and an independent interpretive asymmetry holding between and and or are discussed as possible explanations for remaining differences between (...) the effects found in the two cases. We conclude that the exclusivity implicature that is associated to sentences containing or seems to be calculated online, rather locally to the utterance of the disjunction. (shrink)

Three experiments investigated the processing of the implicature associated with some using a “gumball paradigm.” On each trial, participants saw an image of a gumball machine with an upper chamber with 13 gumballs and an empty lower chamber. Gumballs then dropped to the lower chamber and participants evaluated statements, such as “You got some of the gumballs.” Experiment 1 established that some is less natural for reference to small sets and unpartitioned sets compared to intermediate sets. Partitive some of was (...) less natural than simple some when used with the unpartitioned set. In Experiment 2, including exact number descriptions lowered naturalness ratings for some with small sets but not for intermediate size sets and the unpartitioned set. In Experiment 3, the naturalness ratings from Experiment 2 predicted response times. The results are interpreted as evidence for a Constraint-Based account of scalar implicature processing and against both two-stage, Literal-First models and pragmatic Default models. (shrink)

Two experiments examined the restriction of referential domains during unscripted conversation by analyzing the modification and online interpretation of referring expressions. Experiment 1 demonstrated that from the earliest moments of processing, addressees interpreted referring expressions with respect to referential domains constrained by the conversation. Analysis of eye movements during the conversation showed elimination of standard competition effects seen with scripted language. Results from Experiment 2 pinpointed two pragmatic factors responsible for restriction of the referential domains used by speakers to design (...) referential expressions and demonstrated that the same factors predict whether addressees consider local competitors to be potential referents during online interpretation of the same expressions. These experiments demonstrate, for the first time, that online interpretation of referring expressions in conversation is facilitated by referential domains constrained by pragmatic factors that predict when addressees are likely to encounter temporary ambiguity in language processing. (shrink)

Susan Goldin-Meadow is the 2021 Recipient of the Rumelhart Prize. Goldin-Meadow's body of research addresses the roles of gesture in language creation, communication, learning, and cognition. In one major strand of her research, Goldin-Meadow has studied gestures in children who are not exposed to any structured language input, specifically, deaf children of hearing parents who do not expose their children to sign language. These children create a highly structured, language-like system with their hands—a homesign. In another major strand, Goldin-Meadow (...) has focused on the gestures that people produce along with speech. She has examined how gestures contribute to producing and comprehending language at the moment of speaking or signing, how gestures contribute to learning language and to learning other concepts and skills, and how gestures may actually constitute and change people's thinking. This topic collection is made up of papers that represent and extend these strands of Goldin-Meadow's work. This introductory article provides a brief biography of Goldin-Meadow, and it highlights ways in which the contributions to the topic collection exemplify several notable characteristics of Goldin-Meadow's body of work, including (1) a focus on multiple timescales of behavior and behavior change; (2) use of diverse methods, approaches, and populations; and (3) considerations of equity and inclusion, both in research and in educational and clinical practice. (shrink)

Two visual world experiments investigated the processing of the implicature associated with some using a “gumball paradigm.” On each trial, participants saw an image of a gumball machine with an upper chamber with orange and blue gumballs and an empty lower chamber. Gumballs dropped to the lower chamber, creating a contrast between a partitioned set of gumballs of one color and an unpartitioned set of the other. Participants then evaluated spoken statements, such as “You got some of the blue gumballs.” (...) Experiment 1 investigated the time course of the pragmatic enrichment from some to not all when the only utterance alternatives available to refer to the different sets were some and all. In Experiment 2, the number terms two, three, four, and five were also included in the set of alternatives. Scalar implicatures were delayed relative to the interpretation of literal statements with all only when number terms were available. The results are interpreted as evidence for a constraint-based account of scalar implicature processing. (shrink)

We suggest that the theory of dynamical systems provides a revealing general framework for modeling the representations and mechanism underlying syntactic processing. We show how a particular dynamical model, the Visitation Set Gravitation model of Tabor, Juliano, and Tanenhaus (1997), develops syntactic representations and models a set of contingent frequency effects in parsing that are problematic for other models. We also present new simulations showing how the model accounts for semantic effects in parsing, and propose a new account of (...) the distinction between syntactic and semantic incongruity. The results show how symbolic structures useful in parsing arise as emergent properties of connectionist dynamical systems. (shrink)

Although the presence or absence of a pitch accent clearly can play an important role in signaling the discourse and information structure of an utterance, whether the form of an accent determines the type of information it conveys is more controversial. We used an eye‐tracking paradigm to investigate whether H*, which has been argued to signal new information, evokes different eye fixations than L+H*, which has been argued to signal the presence of contrast. Our results demonstrate that although listeners interpret (...) these accents differently, their interpretive domains overlap. L+H* creates a strong bias toward contrast referents whereas H* is compatible with both new and contrast referents. (shrink)

A classic problem in cognitive science concerns how listeners perceive and understand speech as comprised of discrete words. We propose a Syllable Inference account of spoken word recognition and segmentation, under which alternative hierarchical models of syllables, words, and phonemes are dynamically posited from cues that include current and past speech rate, with a goal of maximal prediction of sensory input. Three experiments using the Visual World eye‐tracking paradigm provide evidence supporting our proposal.

We agree with Pickering & Garrod's (P&G's) proposal that dialogue is an important empirical and theoretical test bed for models of language processing. However, we offer two cautionary notes. First, the enterprise will require explicit computational models. Second, such models will need to incorporate both joint and separate speaker and hearer commitments in ways that go beyond priming and alignment.

The notion of common ground is important for the production of referring expressions: In order for a referring expression to be felicitous, it has to be based on shared information. But determining what information is shared and what information is privileged may require gathering information from multiple sources, and constantly coordinating and updating them, which might be computationally too intensive to affect the earliest moments of production. Previous work has found that speakers produce overinformative referring expressions, which include privileged names, (...) violating Grice’s Maxims, and concluded that this is because they do not mark the distinction between shared and privileged information. We demonstrate that speakers are in fact quite effective in marking this distinction in the form of their utterances. Nonetheless, under certain circumstances, speakers choose to overspecify privileged names. (shrink)

The sounds that make up spoken words are heard in a series and must be mapped rapidly onto words in memory because their elements, unlike those of visual words, cannot simultaneously exist or persist in time. Although theories agree that the dynamics of spoken word recognition are important, they differ in how they treat the nature of the competitor set—precisely which words are activated as an auditory word form unfolds in real time. This study used eye tracking to measure the (...) impact over time of word frequency and 2 partially overlapping competitor set definitions: onset density and neighborhood density. Time course measures revealed early and continuous effects of frequency (facilitatory) and on set based similarity (inhibitory). Neighborhood density appears to have early facilitatory effects and late inhibitory effects. The late inhibitory effects are due to differences in the temporal distribution of similarity within neighborhoods. The early facilitatory effects are due to subphonemic cues that inform the listener about word length before the entire word is heard. The results support a new conception of lexical competition neighborhoods in which recognition occurs against a background of activated competitors that changes over time based on fine-grained goodness-of-fit and competition dynamics. (shrink)

We propose, following Clark, that generative models also play a central role in the perception and interpretation of linguistic signals. The data explanation approach provides a rationale for the role of prediction in language processing and unifies a number of phenomena, including multiple-cue integration, adaptation effects, and cortical responses to violations of linguistic expectations.

Two experiments investigated the mechanism by which listeners adjust their interpretation of accented speech that is similar to a regional dialect of American English. Only a subset of the vowels of English (the front vowels) were shifted during adaptation, which consisted of listening to a 20‐min segment of the “Wizard of Oz.” Compared to a baseline (unadapted) condition, listeners showed significant adaptation to the accented speech, as indexed by increased word judgments on a lexical decision task. Adaptation also generalized to (...) test words that had not been presented in the accented passage but that contained the shifted vowels. A control experiment showed that the adaptation effect was specific to the direction of the shift in the vowel space and not to a general relaxation of the criterion for what constitutes a good exemplar of the accented vowel category. Taken together, these results provide evidence for a context‐specific vowel adaptation mechanism that enables a listener to adjust to the dialect of a particular talker. (shrink)

The question of when and how bottom‐up input is integrated with top‐down knowledge has been debated extensively within cognition and perception, and particularly within language processing. A long running debate about the architecture of the spoken‐word recognition system has centered on the locus of lexical effects on phonemic processing: does lexical knowledge influence phoneme perception through feedback, or post‐perceptually in a purely feedforward system? Elman and McClelland (1988) reported that lexically restored ambiguous phonemes influenced the perception of the following phoneme, (...) supporting models with feedback from lexical to phonemic representations. Subsequently, several authors have argued that these results can be fully accounted for by diphone transitional probabilities in a feedforward system (Cairns et al., 1995; Pitt & McQueen, 1998). We report results strongly favoring the original lexical feedback explanation: lexical effects were present even when transitional probability biases were opposite to those of lexical biases. (shrink)

Binding theory (e.g., Chomsky, 1981) has played a central role in both syntactic theory and models of language processing. Its constraints are designed to predict that the referential domains of pronouns and reflexives are nonoverlapping, that is, are complementary; these constraints are also thought to play a role in online reference resolution. The predictions of binding theory and its role in sentence processing were tested in four experiments that monitored participants' eye movements as they followed spoken instructions to have a (...) doll touch a picture belonging to another doll. The instructions used pronouns and reflexives embedded in picture noun phrases (PNPs) containing possessor phrases (e.g., Pick up Ken. Have Ken touch Harry's picture of himself). Although the interpretations assigned to pronouns were generally consistent with binding theory, reflexives were frequently assigned interpretations that violated binding theory. In addition, the timing and pattern of eye movements were inconsistent with models of language processing that assume that binding theory acts as an early filter to restrict the referential domain. The interpretations assigned to reflexives in PNPs with possessors suggest that they are binding‐theory‐exempt logophors, a conclusion that unifies the treatment of reflexives in PNPs. (shrink)

How do teachers’ gestures influence students’ learning? This article reviews research investigating the role of gestures in communication, focusing on teachers’ communication with their students, primarily in mathematics and science instruction. We first briefly consider gesture's role in communication more generally as a backdrop for considering teaching as a special context for communication. We then describe teachers’ spontaneous gesturing in teaching contexts, and we consider how teachers’ spontaneous gestures might influence students’ learning. We then consider experimental studies that provide causal (...) support for the effects of teachers’ gestures on students’ learning. We conclude by discussing future directions and implications for educational practice. (shrink)

We reply to McQueen's commentary by comparing the parsimony of his account of relevant data and the computational model he favors with the explanation and model we favor. His account requires multiple independent explanations and mechanisms. Ours requires one: lexical feedback.