Can language restructure cognition? The case for space

Frames of reference are coordinate systems used to compute and specify the location of objects with respect to other objects. These have long been thought of as innate concepts, built into our neurocognition. However, recent work shows that the use of such frames in language, cognition and gesture varies cross-culturally, and that children can acquire different systems with comparable ease. We argue that language can play a significant role in structuring, or restructuring, a domain as fundamental as spatial cognition. This suggests we need to rethink the relation between the neurocognitive underpinnings of spatial cognition and the concepts we use in everyday thinking, and, more generally, to work out how to account for cross-cultural cognitive diversity in core cognitive domains.     

Are rules and modules really necessary for explaining language?

Over the past few years Steven Pinker has argued that although some aspects of language may be more associational, and therefore properly modeled in connectionist networks, for the most part human language is still best characterized as a modularized set of rulesymbol systems. In support of his claim, Pinker garners a broad array of clinical, experimental, and observational data from neurology, psychology, and linguistics. Those data, unfortunately, are not compelling because they do not support his position uniquely. In this paper, I show how each of his arguments is compatible with alternative interpretations. I argue, moreover, that in focusing on certain details of connectionist models Pinker and his colleagues actually overlooked both the most serious deficiencies of the connectionist approach and its most significant theoretical contribution. I conclude by sketching briefly some emerging alternatives to connectionism which avoid those deficiencies while retaining its strengths over the rule-symbol systems of linguistic theory.This research was funded in part by University of Idaho Seed Grant 681-Y304.     

Chinese ecclesiology – post-denominationalism and the search for an ecclesiological language

The quest for ecclesiology is apparent in Chinese theology and church life, both in China and abroad. It has been responded to with reference to different sorts of deductively elaborated ecclesiologies. This article suggests that analyses of present teaching and practices in Chinese churches should be undertaken in order to understand more precisely what sort of implicit or explicit ecclesiologies are already operative. On the basis of an ecclesiological hermeneutics, it would be possible to achieve an ecclesiological reconstruction in Chinese theology, recognising the given divine revelation.     

ERL—A language for implementing evoked response and psychophysiological experiments

Evoked Response Language (ERL) is a high-level language for implementing psychophysiological experiments with emphasis on signal averaging techniques. It allows the E to specify, in English-like statements, a sequence of auditory and visual stimuli and to collect or average associated physiological data. The language can be learned quickly without the need for knowledge of machine language programming. Programs can be easily composed and promptly tested. ERL has been running in our laboratory on a classic LINC computer since the spring of 1970. Expanded versions of ERL are being planned for the PDP-12 and SEL 810B computers.     

Number-of-translation norms for Dutch—English translation pairs: A new tool for examining language production

We collected number-of-translation norms on 562 Dutch-English translation pairs from several previous studies of cross-language processing. Participants were highly proficient Dutch—English bilinguals. Form and semantic similarity ratings were collected on the 1,003 possible translation pairs. Approximately 40% of the translations were rated as being similar across languages with respect to spelling/sound (i.e., they were cognates). Approximately 45% of the translations were rated as being highly semantically similar across languages. At least 25% of the words in each direction of translation had more than one translation. The form similarity ratings were found to be highly reliable even when obtained with different bilinguals and modified rating procedures. Number of translations and meaning factors significantly predicted the semantic similarity of translation pairs. In future research, these norms may be used to determine the number of translations of words to control for or study this factor. These norms are available at http://www.talkbank.org/norms/tokowicz/.     

This cat has nine lives? Children's memory for genericity in language

Generic noun phrases ("Birds lay eggs") are important for expressing knowledge about abstract kinds. The authors hypothesized that genericity would be part of gist memory, such that young children would appropriately recall whether sentences were presented as generic or specific. In 4 experiments, preschoolers and college students (N = 280) heard a series of sentences in either generic form (e.g., "Bears climb trees") or specific form (e.g., "This bear climbs trees") and were asked to recall the sentences following a 4-min distractor task. Participants in all age groups correctly distinguished between generic and specific noun phrases (NPs) in their recall, even when forgetting the details of the NP form. Memory for predicate content (e.g., "climb trees") was largely unaffected by genericity, although memory for category labels (e.g., "bear") was at times better for those who heard sentences with generic wording. Overall, these results suggest that generic form is maintained in long-term memory even for young children and thus may serve as the foundation for constructing knowledge about kinds.     

What kind of knowledge is necessary for the interpretation of language?

An investigation into what kind of knowledge is necessary for interpretation is an important research project for the two fields of the theory of meaning and epistemology, through which they are combined. By examining the two basic requirements for a theory on the interpretation of language drafted by Donald Davidson, this paper analyzes several kinds of knowledge which are necessary for interpretation. The goal is to explore the knowledge of radical interpretation and the distinctions and connections between this knowledge and radical translation and Convention-T, thus revealing its characteristics and possibility to interpretation.     

A simple BASIC language laboratory control system for microcomputers patterned after SKED®

Microcomputers such as the TRS-80, when equipped with a simple digital input-output interface, become capable of completely controlling laboratory experiments. BASIC language software has been developed that allows simplified programming of experiments using the “state” concepts of the SKED system.     

Shared spatial representations for physical locations and location words in bilinguals’ primary language

For monolinguals, the Simon effect is eliminated when Simon task trials are intermixed with ones in which participants respond to the words left and right with incompatibly mapped keypresses. For bilingual Dutch/ French speakers, this result has been shown to occur when the words are in Dutch (their first and primary language), but not when they are in French. To dissociate the influence of order in which the languages were learned from whether the language was the primary one currently being used, we tested bilinguals who learned Spanish or Vietnamese as their first language but for whom English became their primary language. For both groups, the incompatible location-word mapping influenced performance of the Simon task when the words were in English but not when they were in the first language. These findings indicate that the strength of language, not order of acquisition, is the critical factor.     

Is language necessary for human spatial reorientation? Reconsidering evidence from dual task paradigms

Being able to reorient to the spatial environment after disorientation is a basic adaptive challenge. There is clear evidence that reorientation uses geometric information about the shape of the surrounding space. However, there has been controversy concerning whether use of geometry is a modular function, and whether use of features is dependent on human language. A key argument for the role of language comes from shadowing findings where adults engaged in a linguistic task during reorientation ignored a colored wall feature and only used geometric information to reorient [Hermer-Vazquez, L., Spelke, E., & Katsnelson, A. (1999). Sources of flexibility in human cognition: Dual task studies of space and language. Cognitive Psychology, 39, 3-36]. We report three studies showing: (a) that the results of Hermer-Vazques et al. [Hermer-Vazquez, L., Spelke, E., & Katsnelson, A. (1999). Sources of flexibility in human cognition: Dual task studies of space and language. Cognitive Psychology, 39, 3-36] are obtained in incidental learning but not with explicit instructions, (b) that a spatial task impedes use of features at least as much as a verbal shadowing task, and (c) that neither secondary task impedes use of features in a room larger than that used by Hermer-Vazquez et al. These results suggest that language is not necessary for successful use of features in reorientation. In fact, whether or not there is an encapsulated geometric module is currently unsettled. The current findings support an alternative to modularity; the adaptive combination view hypothesizes that geometric and featural information are utilized in varying degrees, dependent upon the certainty and variance with which the two kinds of information are encoded, along with their salience and perceived usefulness.     

Which body for embodied cognition? Affordance and language within actual and perceived reaching space

The mental representation of one's own body does not necessarily correspond to the physical body. For instance, a dissociation between perceived and actual reach-ability has been shown, that is, individuals perceive that they can reach objects that are out of grasp. We presented participants with 3D pictures of objects located at four different distances, namely near-reaching space, actual-reaching space, perceived-reaching space and non-reaching space. Immediately after they were presented with function, manipulation, observation or pointing verbs and were required to judge if the verb was compatible with the object. Participants were faster with function and manipulation verbs than with observation and pointing verbs. Strikingly, with both function and manipulation verbs participants were faster when objects were presented in actual than the perceived reaching space. These findings suggest that our knowledge of the world is implicitly built online through behaviour, and is not necessarily reflected in explicit estimates or conscious representations.     

Can readers ignore implausibility? Evidence for nonstrategic monitoring of event-based plausibility in language comprehension

We present evidence for a nonstrategic monitoring of event-based plausibility during language comprehension by showing that readers cannot ignore the implausibility of information even if it is detrimental to the task at hand. In two experiments using a Stroop-like paradigm, participants were required to provide positive and negative responses independent of plausibility in an orthographical task (Experiment 1) or a nonlinguistic color judgment task (Experiment 2) to target words that were either plausible or implausible in their context. We expected a nonstrategic assessment of plausibility to interfere with positive responses to implausible words. ANOVAs and linear mixed models analyses of the response latencies revealed a significant interaction of plausibility and required response that supported this prediction in both experiments, despite the use of two very different tasks. Moreover, it could be shown that the effect was not driven by the differential predictability of plausible and implausible words. These results suggest that plausibility monitoring is an inherent component of information processing.     

On a class of “impossible” figures: A new language for a new analysis

Multibar figures provide a class of illusions that have been used by psychologists as well as by artists like Escher. For scientific purposes one needs as precise a definition and analysis as possible for these figures. A first attempt at this has been made by Cowan (1974) with the theory of braids. The present work points out some semantic and technical problems not dealt with by Cowan, and proposes a new language for the study of multibar figures. This language is shown to be incomplete, and some further problems are reviewed.     

Linguistic and cognitive abilities in infancy: when does language become a tool for categorization?

Infants' ability to form new object categories based on either visual or naming information alone was evaluated at two different ages (16 and 20 months) using an object manipulation task. Estimates of productive vocabulary size were also collected. Infants at both ages showed evidence of using visual information to categorize the objects, while only the older ones used naming information. Moreover, there was a correlation between vocabulary size and name-based categorization among the 20-month-olds. The present results establish that infants as young as 20 months can use the non-obvious cue of naming to categorize objects. The possibility of a link between this ability and lexical development is discussed.     

Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.     

(Co-)Constructing a theory of mind: From language or through language?

Synthese - There is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That...