Quantity judgments and individuation: evidence that mass nouns count

Three experiments explored the semantics of the mass-count distinction in young children and adults. In Experiments 1 and 2, the quantity judgments of participants provided evidence that some mass nouns refer to individuals, as such. Participants judged one large portion of stuff to be "more" than three tiny portions for substance-mass nouns (e.g. mustard, ketchup), but chose according to number for count nouns (e.g. shoes, candles) and object-mass nouns (e.g. furniture, jewelry). These results suggest that some mass nouns quantify over individuals, and that therefore reference to individuals does not distinguish count nouns from mass nouns. Thus, Experiments 1 and 2 failed to support the hypothesis that there exist one-to-one mappings between mass-count syntax and semantics for either adults or young children. In Experiment 3, it was found that for mass-count flexible terms (e.g. string, stone) participants based quantity judgments on number when the terms were used with count syntax, but on total amount of stuff when used with mass syntax. Apparently, the presence of discrete physical objects in a scene (e.g. stones) is not sufficient to permit quantity judgments based on number. It is proposed that object-mass nouns (e.g. furniture) can be used to refer to individuals due to lexically specified grammatical features that normally occur in count syntax. Also, we suggest that children learning language parse words that refer to individuals as count nouns unless given morpho-syntactic and referential evidence to the contrary, in which case object-mass nouns are acquired.     

Lexical access in younger and older adults: the case of the mass/count distinction.

Although lexicosemantic deficits are not typically seen in older adults, some studies indicate that age-related changes in semantic processing may occur. We had groups of older and younger adults perform speeded lexical decision on mass (e.g., honey), count (e.g., car), and dual nouns, which may be either mass or count (e.g., lamb). Singular dual nouns engendered significantly faster response times in older adults than mass and count nouns, whereas younger adults manifested similar response times to count and dual nouns. These results point toward a three-way distinction in the lexicon between mass, count, and dual nouns. Older adults appear to treat a larger set of nouns as dual than do younger adults. This may be due to awareness of the mass/count ambiguity present in a greater number of lexical items, as a result of their greater linguistic experience. Alternatively, in order to conserve processing resources, older adults may not activate mass/count information when recognizing a dual noun unless a mass or count reading is forced by context.     

Adult Age Differences in Memory for Verbs and Nouns

Younger and older adults were asked to remember noun pairs (e.g., head – cap), verb pairs (e.g., bounce – throw), and verb-noun pairs (e.g., break – stick). For half of the pairs, participants used imagined objects and performed an action or series of related actions for each pair. For the other half of the pairs, participants read but did not perform the pairs. Free recall and cued recall tests revealed that age differences in memory for both performed and nonperformed items were larger for verbs than for nouns. The recall advantage of nouns over verbs was larger for older than for younger adults. Verbs are hypothesized to be more difficult for older adults to remember because they are more and less specific than nouns and because it is more difficult to integrate verbs with other words than to integrate nouns with other words.     

Thinking ahead or not? Natural aging and anticipation during reading

Despite growing evidence of young adults neurally pre-activating word features during sentence comprehension, less clear is the degree to which this generalizes to older adults. Using ERPs, we tested for linguistic prediction in younger and older readers by means of indefinite articles (a’s and an’s) preceding more and less probable noun continuations. Although both groups exhibited cloze probability-graded noun N400s, only the young showed significant article effects, indicating probabilistic sensitivity to the phonology of anticipated upcoming nouns. Additionally, both age groups exhibited prolonged increased frontal positivities to less probable nouns, although in older adults this effect was prominent only in a subset with high verbal fluency (VF). This ERP positivity to contextual constraint violations offers additional support for prediction in the young. For high VF older adults, the positivity may indicate they, too, engage in some form of linguistic pre-processing when implicitly cued, as may have occurred via the articles.     

Constraint on word-learning constraints

Many researchers have agreed that word learning in young children is guided by so-called "word-learning principles." However, these principles may make it difficult to learn a substantial part of the lexicon unless they are appropriately controlled. To learn proper names, the taxonomic assumption and/or the shape bias must be overridden; to learn names for substances, withdrawal of the whole-object assumption and/or the shape bias is required; and to learn lexical hierarchies, the mutual exclusivity assumption must be suspended. In certain languages, syntax can provide useful information in this situation. For example, if a novel noun is given to an object for which the name is known in the syntactic frame "This is X," English-speaking children may assume the noun to be a proper noun, and this will help them override the taxonomic assumption. However, this information is not available to Japanese children, since the Japanese language does not have grammatical markers to flag the distinction between count nouns and mass nouns, or the distinction between proper nouns and common nouns. In this paper, I discuss how Japanese children get around this problem.     

Cognitive, Linguistic, and Social Aspects of Adults' Noun Definitions

Low-income, rural adults and middle-income, urban adults provided oral definitions for eight common nouns. Two general issues were addressed: (1) whether the rural adults' definitions would conform to the well-documented Aristotelian form typically found among middle-class, well-educated adults; and (2) whether different definitional types would emerge for two different noun classes, social vs. object nouns. Participants' definitions were examined for conceptual content and linguistic form. Among rural participants, the mean proportion of definitions conforming to the Aristotelian model was .13, contrasted with .69 for the urban participants. Also, rural adults were significantly less likely to cast definitions in the conventional linguistic form than were urban adults. On other measures of definitional skill as well, rural participants demonstrated less mastery. There were no significant differences in definitional form between social and object nouns. Various explanations for the findings are considered.     

How young children represent sentences: Evidence from the superiority of noun recall from action as compared to stative sequences

Children of the ages of 4 and 7 years recalled nouns from subject-verb-object sentences more efficiently than from noun pairs. Verbs were either stative or active. Preschoolers recalled more nouns from active than stative phrases, whereas the older children showed no such difference, either in a blocked (Experiment 1) or mixed list (Experiment 2) design. Whereas interaction rather than action seems critical for older children, younger children seem better able to retrieve words from action than from stative representations.     

Determiner Primes as Facilitators of Lexical Retrieval in English

Gender priming studies have demonstrated facilitation of noun production following pre-activation of a target noun??s grammatical gender. Findings provide support for models in which syntactic information relating to words is stored within the lexicon and activated during lexical retrieval. Priming effects are observed in the context of determiner plus noun phrase production. Few studies demonstrate gender priming effects in bare noun production (i.e., nouns in isolation). We investigated the effects of English determiner primes on bare mass and count noun production. In two experiments, participants named pictures after exposure to primes involving congruent, incongruent and neutral determiners. Facilitation of noun production by congruent and neutral determiner primes was found in both experiments. The results suggest that noun phrase syntax is activated in lexical retrieval, even when not explicitly required for production. Post hoc analysis of the relative frequency of congruent and incongruent prime-target pairs provides support for a frequency-based interpretation of the data.     

A developmental study of recognition of pictures and nouns

Children at four age levels (4, 6, 8, and 10 years) were given continuous recognition tasks using concrete noun, abstract noun, and pictorial stimuli in a 4 × 3 factorial design. Pictures were recognized significantly better than concrete and abstract nouns at the 4- and 6-year age levels and significantly better than abstract nouns at the 8- and 10-year age levels. This supported Paivio's contention that pictures are easier to remember than words because of a greater possibility of dual encoding, while Rohwer's contention that there is a shift in recognition memory development received no support. There were no significant differences between recognition of concrete and abstract nouns at any age level, which opposed the findings from adult studies and suggested that Paivio's theoretical orientation would have to be extended in order to account for developmental data. Recognition for both concrete and abstract nouns was found to be linear and increasing significantly with age, but no age trends for picture recognition were found.     

Concept Abstractness and the Representation of Noun–Noun Combinations

Research on noun–noun combinations has been largely focusing on concrete concepts. Three experiments examined the role of concept abstractness in the representation of noun–noun combinations. In Experiment 1, participants provided written interpretations for phrases constituted by nouns of varying degrees of abstractness. Interpretive focus (the modifier, the head noun, or both) for each noun–noun phrase was evaluated. In Experiment 2, a different group of participants directly indicated which noun, the modifier or the head noun, was the focus of the meaning of each noun–noun phrase. Finally, participants in Experiment 3 assessed similarity of noun–noun phrases with overlapping modifiers. If abstractness of constituent nouns affects information distribution between modifier and head noun, it would accordingly affect similarity ratings for noun–noun phrases with overlapping modifiers. Results showed that the pattern of information distribution within a noun–noun phrase differed between phrases with abstract head nouns and phrases with concrete head nouns. Specifically, the center of representation was more on the head noun side for phrases with concrete head nouns, whereas the center seemed to shift to the direction of the modifier for phrases with abstract head nouns. Some issues related to effects of concept abstractness on noun–noun combinations are discussed.     

Grounding by Attention Simulation in Peripersonal Space: Pupils Dilate to Pinch Grip But Not Big Size Nominal Classifier

Grammatical categories represent implicit knowledge, and it is not known if such abstract linguistic knowledge can be continuously grounded in real‐life experiences, nor is it known what types of mental states can be simulated. A former study showed that attention bias in peripersonal space (PPS) affects reaction times in grammatical congruency judgments of nominal classifiers, suggesting that simulated semantics may include reenactment of attention. In this study, we contrasted a Chinese nominal classifier used with nouns denoting pinch grip objects with a classifier for nouns with big object referents in a pupil dilation experiment. Twenty Chinese native speakers read grammatical and ungrammatical classifier‐noun combinations and made grammaticality judgment while their pupillary responses were measured. It was found that their pupils dilated significantly more to the pinch grip classifier than to the big object classifier, indicating attention simulation in PPS. Pupil dilations were also significantly larger with congruent trials on the whole than in incongruent trials, but crucially, congruency and classifier semantics were independent of each other. No such effects were found in controls.     

The development of induction based on noun and feature labels

In two experiments, we examined the development of sensitivity to the inductive potential of shared novel noun and feature labels. Children (4-year-olds, 5-year-olds, and 8-year-olds) and adults were presented with a complete base stimulus and an incomplete target. The task was to infer whether the missing target feature matched the corresponding base feature. The base and target were given matching or mismatching novel labels, which were either count nouns or adjectives describing object features. Use of matching labels for induction increased with age. Nevertheless, all age groups were more likely to make inferences based on novel noun labels rather than feature labels. These results support the view that even preschool children grasp the conceptual significance of count nouns for induction.     

Events and the ontology of individuals: verbs as a source of individuating mass and count nouns

What does mass-count syntax contribute to the interpretation of noun phrases (NPs), and how much of NP meaning is contributed by lexical items alone? Many have argued that count syntax specifies reference to countable individuals (e.g., cats) while mass syntax specifies reference to unindividuated entities (e.g., water). We evaluated this claim using the quantity judgment method, and tested the interpretation of words used in mass and count syntax that described either protracted, "durative" events (e.g., mass: some dancing; count: a dance), or instantaneous, "punctual" events (e.g., mass: some jumping; count: a jump). For durative words, participants judged, for example, that six brief dances are more dances but less dancing than two long dances, thus showing a significant difference in their interpretation of the count and mass usages. However, for punctual words, participants judged, for example, that six small jumps are both more jumps and more jumping than two long jumps, resulting in no difference due to mass-count syntax. Further, when asked which dimensions are important for comparing quantities of durative and punctual events, participants ranked number as first in importance for durative and punctual words presented in count syntax, but also for punctual words presented in mass syntax. These results indicate that names for punctual events individuate when used in either mass or count syntax, and thus provide evidence against the idea that mass syntax forces an unindividuated construal. They also indicate that event punctuality as encoded by verbs is importantly linked to the individuation of NPs, and may access a common underlying ontology of individuals.     

Of substance: The nature of language effects on entity construal

Shown an entity (e.g., a plastic whisk) labeled by a novel noun in neutral syntax, speakers of Japanese, a classifier language, are more likely to assume the noun refers to the substance (plastic) than are speakers of English, a count/mass language, who are instead more likely to assume it refers to the object kind [whisk; Imai, M., & Gentner, D. (1997). A cross-linguistic study of early word meaning: Universal ontology and linguistic influence. Cognition, 62, 169–200]. Five experiments replicated this language type effect on entity construal, extended it to quite different stimuli from those studied before, and extended it to a comparison between Mandarin speakers and English speakers. A sixth experiment, which did not involve interpreting the meaning of a noun or a pronoun that stands for a noun, failed to find any effect of language type on entity construal. Thus, the overall pattern of findings supports a non-Whorfian, language on language account, according to which sensitivity to lexical statistics in a count/mass language leads adults to assign a novel noun in neutral syntax the status of a count noun, influencing construal of ambiguous entities. The experiments also document and explore cross-linguistically universal factors that influence entity construal, and favor Prasada’s [Prasada, S. (1999). Names for things and stuff: An Aristotelian perspective. In R. Jackendoff, P. Bloom, & K. Wynn (Eds.), Language, logic, and concepts (pp. 119–146). Cambridge, MA: MIT Press] hypothesis that features indicating non-accidentalness of an entity’s form lead participants to a construal of object kind rather than substance kind. Finally, the experiments document the age at which the language type effect emerges in lexical projection. The details of the developmental pattern are consistent with the lexical statistics hypothesis, along with a universal increase in sensitivity to material kind.     

Concepts of objects and substances in language

People distinguish objects from the substances that constitute them. Many languages also distinguish count nouns and mass nouns. What is the relation between these two distinctions? The connection between them is complicated by the facts that (a) some mass nouns (e.g., toast) seem to name countable objects; (b) some count and mass nouns (e.g., pots and pottery) seem to name the same objects; (c) nouns for seemingly the same things can be count in one language (English: dishes) but mass in another (French: la vaisselle); (d) count nouns can be used to name substances (There is carrot in the soup) and mass nouns to name portions (She drank three whiskeys); and (e) some languages (e.g., Mandarin) appear to have no count nouns, whereas others (e.g., Yudja) appear to have no mass nouns. All these cases counter a simple object-to-count-noun and substance-to-mass-noun relation, but they provide opportunities to see whether the grammatical distinction affects the referential one. We examine evidence from such cases and find continuity through development: Infants appear to have the conceptual OBJECT/SUBSTANCE distinction very early on. Although this distinction may change with development, the acquisition of count/mass syntax does not appear to be an effective factor for change.

     

Creative Interpretations of Novel Conceptual Combinations in Aging

Conceptual combinations may be interpreted by 3 main strategies: by attributing a feature of the modifying (head) noun into the modified noun (property interpretation); by establishing a relation between the 2 concepts (relational interpretation); or by combining properties of both nouns into a concept with new identity (hybridization). There exists limited evidence regarding the quality of interpretations older adults provide to novel conceptual combinations, and especially to novel metaphoric phrases. This study aimed to evaluate and compare age differences in strategies adopted for comprehending conceptual (noun noun) combinations. The aim of this study was, therefore, to examine the impact of aging on the ability to generate novel and creative semantic interpretations to unfamiliar word pairs. Participants included 41 healthy younger (mean age = 25.1) and 40 healthy older adults (mean age = 75.3). Participants were asked to write interpretations to novel metaphoric and meaningless noun-noun phrases. Relative to young adults, older participants generated more creative (hybridization) interpretations to novel metaphor and meaningless combinations. The second finding indicated that older adults generated fewer relational interpretations to the meaningless compounds. The results suggest that, relative to young adults, older adults generate more creative and highly integrative interpretations to conceptual combinations.     

Nouns and Verbs: A Comparison of Definitional Style

The present investigation is a study of the definitional style of nouns and verbs in typically developing school-age children. A total of 30 children in upper-elementary grades provided verbal definitions for 10 common high-frequency nouns (e.g., apple, boat, baby) and 10 common high-frequency verbs (e.g., climb, sing, throw). All definitions were coded and scored for semantic content (meaning) and grammatical form (syntax). Results revealed no significant difference between noun and verb definitions for content scores. For form, however, noun definition scores were significantly higher than verb definition scores. A supplementary analysis was conducted to explore development of noun and verb definitions in upper-elementary grades. Input factors, word frequency, as well as theory of the organization of the mental lexicon are discussed in relation to definitional skill.     

Random noun generation in younger and older adults

We examined age-related changes of executive functions by means of random noun generation. Consistent with previous observations on random letter generation, older participants produced more prepotent responses than younger ones. In the case of random noun generation, prepotent responses are nouns of the same category as the preceding noun. In contrast to previous observations, older participants exhibited stronger repetition avoidance and a stronger tendency toward local evenness—that is, toward equal frequencies of the alternative responses even in short subsequences. These data suggest that at higher adult age inhibition of prepotent responses is impaired. In addition, strategic attentional processes of response selection are strengthened, in particular the application of a heuristic for randomness. In this sense response selection is more controlled in older than in younger adults.     

Grammatical category ambiguity in aphasia

This study asked whether aphasic adults show different noun/verb retrieval patterns based upon their clinical categorization as fluent or nonfluent. Participants selected either the noun or the verb meaning of target words, as presented in three contexts. The framework was that nouns (associated with temporal lobe function) are processed, stored, and retrieved separately from verbs (associated with frontal lobe function), implying separate status in the mental lexicon. Stimuli were homophonic homographs, words that are spelled and pronounced the same but which have different meanings (in this case, noun and verb meanings). Another contrast was the putative difference between systematic pairs (e.g., "kiss" and "farm"), in which noun and verb meanings are transparently related, and may be stored as a unit, and unsystematic pairs (e.g., "squash" and "sink"), in which noun and verb meanings are apparently unrelated, implying discrete storage. Results demonstrated significant interactions between fluent and nonfluent participants, suggesting that, as expected, fluent aphasic adults have more difficulty with nouns, nonfluent aphasic adults have more difficulty with verbs. There was no effect of systematicity. Contrary to expectations, verbs proved less vulnerable, rather than more vulnerable, to aphasic impairment.     

Learning Count Nouns and Adjectives: Understanding the Contributions of Lexical Form Class and Social-Pragmatic Cues

In two experiments, one hundred ninety-two 3-year-olds, 4-year-olds, and adults heard a novel word for a target object and then were asked to extend the label to one of two test objects, one matching in shape-based object category (the shape match) and the other matching in a property other than shape (the property match). We independently manipulated the lexical form class cues (count noun, adjective) and social-pragmatic cues (point actions, property-highlighting actions) accompanying the label. The impact of these two types of cue on extension differed markedly across age groups. Adults and 4-year-olds extended the word to the property match significantly more often when the term was modeled as an adjective and when it was presented with property-highlighting actions; but adults extended both adjectives and count nouns systematically to the property match when the speaker highlighted the non-shape property, whereas 4-year-olds systematically extended only adjectives to the property match under these conditions. Three-year-olds extended the word to the property match significantly more often when the label was modeled as an adjective but were not significantly affected by the social-pragmatic cues; and they failed to extend either adjectives or count nouns systematically to the property match when the speaker highlighted the non-shape property. We discuss the results in terms of the proposal that word learning draws on cues from multiple sources and the nature of the “shape bias” in lexical development.