`Babbling' and social context in infant monkeys: parallels to human infants

Although only humans use spoken language, the vocal communication of many animals shares some features with language. Within the context of their family, normal children and young non-human primates develop proficiency in the nuances of their species-specific vocal communication system. Engaging in speech-like phonetic activity, or babbling, occurs in all normal children regardless of their native language. Similar periods of vocal development have not been described previously for non-human primates. However, in the pygmy marmoset, a South American monkey, we found that the primary vocal behavior of infants parallels many characteristics of human infant babbling. These analogous features include universality, repetition, use of a subset of the adult vocal repertoire, recognizably adult-like vocal structure and lack of a clear vocal referent. Also, like human infants, young marmosets develop in a closely knit family unit that includes both parents and often older siblings. In this context, the babbling-like behavior of the marmoset infant stimulates interaction with caregivers, thereby serving a key role in the infant's own development. These developmental and social processes indicate that the study of vocal development in non-human primate species can provide insights into the function of babbling in humans.     

交流语言认知特征

交流是以语言为核心媒介的一种社会人际互动方式, 与个人语言认知过程不同, 交流互动性决定了交流语言认知过程的复杂性、灵活性。重点归纳和述评：交流语言内容特征、交流语言加工理论、交流语言与非语言因素的关系。未来对于交流语言认知特征的探讨应持一个相对开放的态度; 尝试采用多因素依次叠加的实验设计, 考虑交流实验情境的自然性, 以多种子加工过程为基础全面理解语言认知特征。     

Sequential learning in non-human primates

Sequential learning plays a role in a variety of common tasks, such as human language processing, animal communication, and the learning of action sequences. In this article, we investigate sequential learning in non-human primates from a comparative perspective, focusing on three areas: the learning of arbitrary, fixed sequences; statistical learning; and the learning of hierarchical structure. Although primates exhibit many similarities to humans in their performance on sequence learning tasks, there are also important differences. Crucially, non-human primates appear to be limited in their ability to learn and represent the hierarchical structure of sequences. We consider the evolutionary implications of these differences and suggest that limitations in sequential learning may help explain why non-human primates lack human-like language.     

Is a naturalistic theory of communication possible?

This article presents a theoretical discussion of the relationship between language and communication. I discuss Chomsky’s position on this topic. Chomsky claims that if it is possible to construct a scientific theory of the language faculty, there is no possibility to construct a scientific theory of communication because in communication human intentionality is involved. This position is contrasted by philosophers of language considering that communication is to be studied as a form of rational action. I maintain that both these positions are not supported by the evidence coming from developmental research. Taking a cognitive point of view I contend that a communicative faculty can be defined that develops since infancy to adulthood, which has features independent of language and action. Different steps in the development of the communicative ability are linked to a parallel development of the theory of mind. I then argue in favor of a distinction between collective action and communication considering that while collective action is common to human and nonhuman primates, communication is typically human.     

Agenda 2000—communication: language as an implementational device for cognition

The aim of this paper is to identify the functions of social cognition in a communication context. It is argued that social cognition is for the regulation of adaptive action and makes use of external devices (e.g. language) to implement action. First, the complexity of communication as a social achievement is discussed to prepare the ground for examining the link between language, cognition and communication. The implementational devices (language) of social cognition are addressed next. On the basis of these considerations a message‐modulation model is proposed to conceptualize the interplay between language, cognition, motivation and communication. The application of this model to research on the transmission and maintenance of stereotypes illustrates the types of open research issues and directions that may be possible routes for future work. Copyright © 2000 John Wiley & Sons, Ltd.     

交流语境对学习双方语言准确性的影响

研究安排了交流任务和个人迁移任务,创设了三种交流语境,比较不同语境下交流学习双方的语言准确性。结果显示：（1）三种语境中仅语言交流时语言准确性水平最高,交流语境中的对象可视性阻碍了语言准确性提高的速率,表情可视性降低了语言准确性水平;交流语言相似性水平高的被试,语言准确性水平提高的效率和效果均高于低的一方;（2）交流任务中仅语言交流时语言准确性最高,个人任务中对象可视语境下准确性最低;和交流任务相比,高相似被试个人任务中的准确性更高。表明：语言认知不完全代表交流认知,对象可视性阻碍语言认知和交流认知水平,表情可视性辅助语言共同提高交流认知水平。     

交流手势的认知特征

手势是语言交流过程中的一种重要的非语言媒介, 其不仅与语言互动间的关系密切, 而且具有不同的交流认知特征。文章重点归纳和述评了手势和语言交流的关系, 手势相对独立的交流特征, 教育情境中的手势交流。文章具体提出：首先, 手势和语言的共同表达促进了语言的发生和语言的理解、整合和记忆; 其次, 手势一定程度上具有独立的交流性, 手势和语言的“不匹配性”反映了交流信息的变化和交流认知的改变; 最后, 教育情境中教师的手势表达可以引导学生的注意并澄清语言信息, 学生的手势交流有助于促进学习认知过程。未来研究需要进一步探讨手势对于语言交流功能的影响, 语言交流过程中手势交流的优势特征和认知机制, 教育情境中手势交流高效性的认知机制, 手势交流的影响因素、一般特征和个体差异。     

Relative contribution of perception/cognition and language on spatial categorization

This study investigated the relative contribution of perception/cognition and language-specific semantics in nonverbal categorization of spatial relations. English and Korean speakers completed a video-based similarity judgment task involving containment, support, tight fit, and loose fit. Both perception/cognition and language served as resources for categorization, and allocation between the two depended on the target relation and the features contrasted in the choices. Whereas perceptual/cognitive salience for containment and tight-fit features guided categorization in many contexts, language-specific semantics influenced categorization where the two features competed for similarity judgment and when the target relation was tight support, a domain where spatial relations are perceptually diverse. In the latter contexts, each group categorized more in line with semantics of their language, that is, containment/support for English and tight/loose fit for Korean. We conclude that language guides spatial categorization when perception/cognition alone is not sufficient. In this way, language is an integral part of our cognitive domain of space.     

On the evolutionary origins of executive functions

In this paper it is proposed that the prefrontal lobe participates in two closely related but different executive function abilities: (1) "metacognitive executive functions": problem solving, planning, concept formation, strategy development and implementation, controlling attention, working memory, and the like; that is, executive functions as they are usually understood in contemporary neuroscience; and (2) "emotional/motivational executive functions": coordinating cognition and emotion/motivation (that is, fulfilling biological needs according to some existing conditions). The first one depends on the dorsolateral prefrontal areas, whereas the second one is associated with orbitofrontal and medial frontal areas. Current tests of executive functions basically tap the first ability (metacognitive). Solving everyday problems (functional application of executive functions), however, mostly requires the second ability (emotional/motivational); therefore, these tests have limited ecological validity. Contrary to the traditional points of view, recent evidence suggests that the human prefrontal lobe is similar to other primates and hominids. Other primates and hominids may possess the second (emotional executive functions) prefrontal ability, -but not the first (metacognitive executive functions) one. It is argued that metacognitive executive functions are significantly dependent on culture and cultural instruments. They probably are the result of the development and evolution of some "conceptualization instruments"; language (and written language as an extension of oral language) may represent the most important one. The second executive function ability (emotional/motivational) probably is the result of a biological evolution shared by other primates.     

东巴文认知研究对心理语言学的贡献及展望

本文介绍了东巴文的构字特点及其性质的争论, 综述了对东巴文认知的研究, 评述了东巴文认知研究对于心理语言学的贡献, 指出了东巴文认知研究的未来发展方向, 包括继续利用东巴文解决语言认知的一些重大理论问题, 为文字进化规律提供证据, 使少数民族语言认知研究在心理语言学研究中发挥不可替代的作用。     

双语经验对认知能力的影响

综合近年关于双语经验对认知影响的研究, 探讨双语经验对认知的积极和消极两方面的影响, 且着重介绍了双语经验对认知的积极影响。双语经验对认知的积极影响主要体现在语言认知能力、非语言认知能力和中央执行功能几个方面。此外, 进一步对双语促进认知发展的原因进行了两方面的分析：一个是双语思维经验促进抑制控制的发展, 另一个双语学习经验强化双语者的左右脑交流, 从而导致脑功能活动方式的变化。最后, 对今后双语与认知关系的研究中需要注意的问题提出了一些思考。     

Audiovisual integration facilitates monkeys’ short-term memory

Many human behaviors are known to benefit from audiovisual integration, including language and communication, recognizing individuals, social decision making, and memory. Exceptionally little is known about the contributions of audiovisual integration to behavior in other primates. The current experiment investigated whether short-term memory in nonhuman primates is facilitated by the audiovisual presentation format. Three macaque monkeys that had previously learned an auditory delayed matching-to-sample (DMS) task were trained to perform a similar visual task, after which they were tested with a concurrent audiovisual DMS task with equal proportions of auditory, visual, and audiovisual trials. Parallel to outcomes in human studies, accuracy was higher and response times were faster on audiovisual trials than either unisensory trial type. Unexpectedly, two subjects exhibited superior unimodal performance on auditory trials, a finding that contrasts with previous studies, but likely reflects their training history. Our results provide the first demonstration of a bimodal memory advantage in nonhuman primates, lending further validation to their use as a model for understanding audiovisual integration and memory processing in humans.     

语言对认知的影响—— 基于双语认知“优势效应”的分析

双语认知优势效应不仅在言语领域有所表现, 更主要的体现在以认知控制、注意选择、心理抑制能力为基础的非言语认知领域。影响该效应出现的因素是多方面的, 第二语言获得年龄和双语熟练程度是其中两个最为重要的因素。研究发现, 双语表征和产生机制是导致双语认知优势效应的语言学机制, 而以Broca语言区为核心的大脑前额叶则是其主要的神经基础。未来该领域的研究不仅要进一步关注双语认知优势效应产生的内在言语机制和神经基础, 还应当积极关注双语认知和个体情绪、人格发展的关系。     

The neuroethology of primate vocal communication: substrates for the evolution of speech

In this article, we review behavioral and neurobiological studies of the perception and use of species-specific vocalizations by non-human primates. At the behavioral level, primate vocal perception shares many features with speech perception by humans. These features include a left-hemisphere bias towards conspecific vocalizations, the use of temporal features for identifying different calls, and the use of calls to refer to objects and events in the environment. The putative neural bases for some of these behaviors have been revealed by recent studies of the primate auditory and prefrontal cortices. These studies also suggest homologies with the human language circuitry. Thus, a synthesis of cognitive, ethological and neurobiological approaches to primate vocal behavior is likely to yield the richest understanding of the neural bases of speech perception, and might also shed light on the evolutionary precursors to language.     

SLCA III: A METATHEORETIC APPROACH TO THE STUDY OF LANGUAGE

Discourse analysis is a fundamental concern for the study of human communication, accessible through an analysis of language behavior. A theoretic basis is provided for eight variable classes identified by Syntactic Language Computer Analysis (SLCA-III). Numerous empirical studies support its utility as an indicator of perception and cognition. Issues are raised regarding the role of language research in communication. Emphasis is placed on treatment of language as a behavioral indicator of experience, fluctuating as a barometer of social roles, psychological states, communication disorders, and communication mode.     

Facial expression categorization by chimpanzees using standardized stimuli

The ability to recognize and accurately interpret facial expressions are critical social cognition skills in primates, yet very few studies have examined how primates discriminate these social signals and which features are the most salient. Four experiments examined chimpanzee facial expression processing using a set of standardized, prototypical stimuli created using the new ChimpFACS coding system. First, chimpanzees were found to accurately discriminate between these expressions using a computerized matching-to-sample task, and recognition was impaired for all but one expression category when they were inverted. Third, a multidimensional scaling analysis examined the perceived dissimilarity among these facial expressions revealing 2 main dimensions, the degree of mouth closure and extent of lip-puckering and retraction. Finally, subjects were asked to match each facial expression category using only individual component features. For each expression category, at least 1 component movement was more salient or representative of that expression than the others. However, these were not necessarily the only movements implicated in subject's overall pattern of errors. Therefore, similar to humans, both configuration and component movements are important during chimpanzee facial expression processing.     

交流手势认知理论

手势是交流互动中一种重要的非语言媒介, 手势不仅可以辅助语言交流而且具有独立的交流性; 作为和语言共同发生的非语言媒介, 手势交流有助于降低交流认知负荷。文章重点归纳和述评了基于手势和语言表达关系的交流手势理论、交流手势激活理论、交流手势的认知节省理论。未来研究需要进一步考虑交流手势实验研究情境自然性和控制严格性间的平衡, 交流手势和其他非语言因素间的关系, 交流手势认知研究的现实意义。     

Core knowledge

Compex cognitive skills such as reading and calculation and complex cognitive achievements such as formal science and mathematics may depend on a set of building block systems that emerge early in human ontogeny and phylogeny. These core knowledge systems show characteristic limits of domain and task specificity: Each serves to represent a particular class of entities for a particular set of purposes. By combining representations from these systems, however, human cognition may achieve extraordinary flexibility. Studies of cognition in human infants and in nonhuman primates therefore may contribute to understanding unique features of human knowledge.     

Marmosets as a next-generation model of comparative cognition

Common marmosets have traditionally been used in fields such as comparative psychology, cognitive neuroscience, and ethology, and as animal models of human disease research because of their relatively small body size, high reproductive rate, similar breeding system characteristics to those of humans, high dependency on vocal communication, and behavioral effects from drug administration that resemble those of humans. Although the animal has proved to be quite advantageous in animal model research in comparison to rodents, and has specific ecological and evolutionary characteristics that are worthy of exploration, few attempts have been made until recently to combine both types of approach. Thus, supported by neuroscientific methodologies that have recently been developed using this species, the authors suggest that the evolutionary origins of cognitive and social functions common to or differentiated in primates, could be uncovered through research that explores the behavioral and neural bases of cognition in the marmosets.     

颜色词与颜色认知的关系——基于民族心理学的研究视角

颜色词与颜色认知的关系是语言影响认知的重要领域.不同民族之间存在着语言和文化的差异.对于颜色词与颜色认知的关系,一直就存在着普遍进化理论和语言相对论的争论.既往研究通过哲学思辨、命名和计算、颜色分类、颜色记忆和颜色搜索等多种范式对颜色词与颜色认知的关系进行了卓有成效的探讨,使该领域的研究呈现出蓬勃发展的局面.