Thought and language

Abstract

This article defends the view that nonlinguistic animals could be capable of thought (in the sense in which the mere possession of beliefs and desires is sufficient for thought). It is easy to identify flaws in Davidson’s arguments for the thesis that thought depends upon language if one is open to the idea that some nonlinguistic animals have beliefs. It is, however, necessary to do more than this if one wishes to engage with the deeper challenge underlying Davidson’s reasoning, viz., that of providing a principled account of what it takes for a representer to qualify as a thinker. Heil attempts to construct a Davidsonian account on the basis of the hypothesis that the semantic opacity essential to thought is rooted in second-order representation (which Davidson ties to language), but it can be shown that second-order representation is neither necessary nor sufficient for opacity. A reasonable non-Davidsonian account of thought in terms of which sufficiently sophisticated nonlinguistic animals qualify as thinkers is, however, possible.     

Thought beyond language: neural dissociation of algebra and natural language

A central question in cognitive science is whether natural language provides combinatorial operations that are essential to diverse domains of thought. In the study reported here, we addressed this issue by examining the role of linguistic mechanisms in forging the hierarchical structures of algebra. In a 3-T functional MRI experiment, we showed that processing of the syntax-like operations of algebra does not rely on the neural mechanisms of natural language. Our findings indicate that processing the syntax of language elicits the known substrate of linguistic competence, whereas algebraic operations recruit bilateral parietal brain regions previously implicated in the representation of magnitude. This double dissociation argues against the view that language provides the structure of thought across all cognitive domains.     

先秦儒家生态伦理思想与现代生态文明

以先秦儒家为开端形成的中国传统生态伦理思想,成为建设社会主义生态文明的无穷宝藏,为当前我国生态文明建设提供了丰富的思想资源和理论基础.先秦儒家生态伦理思想关注的对象是"天人合一",它理应成为现代生态文明的基础;人与自然和谐共生则应成为现代生态文明的文化渊源;先秦儒家生态伦理思想对现代生态文明实践具有积极启示.     

"Long before short" preference in the production of a head-final language

A tendency for speakers to produce short phrases before long phrases has been attributed to the accessibility of short phrases, and thought to reflect universal mechanisms of production. However, recent corpus analyses in Japanese suggest that long phrases tend to be shifted ahead of short ones (Hawkins, J. (1994). A performance theory of order and constituency. Cambridge: Cambridge University Press; Yamashita, in press). Two on-line experiments confirmed that speakers shifted long arguments to earlier positions more than short arguments, exhibiting a "long before short" preference. We reconcile these contradictory data from English and Japanese by a competition between different factors in an incremental production system.     

Development of Metaphorical Thought before Language: the Pragmatic Construction of Metaphors in Action

In this article, we set out, first, a general overview of metaphor and metaphorical thought research within cognitive psychology and developmental psychology. We claim that, although research efforts broadened perspectives that considered metaphors to be ornaments of poetic language, certain predominance of a linguistic point of view within investigations led to relatively little attention paid to (i) non-verbal and non-written metaphorical instantiations, and (ii) the pre-linguistic and cultural origins of metaphorical thought. Next, we attempt to delve into, and model, the ontogenetic origins of metaphor, taking into consideration social and cultural elements. To that end, we consider the Vygotskian perspective and contemporary research from the pragmatics of the object. We propose that metaphorical thought is an emerging result of a complex web of dynamic relationships between pre-linguistic and socioculturally regulated semiotic systems. The analysis undertaken shows the need for a research programme with a developmental orientation that considers metaphor to be a product of the intertwining between the individual and social dimensions of cognitive development. We suggest this programme should find its roots in the analysis of the semiotic skills that precede the acquisition of metaphorical language.     

先秦儒家耻感思想的基本内容、主要特征及其现实意义

以孔子、孟子、苟子为代表的先秦儒家耻感思想,内容丰富、特征鲜明.深入挖掘和梳理这一耻感文化的精华,对于人们明辨是非善恶,树立社会主义荣辱观,培育良好文明风尚,具有重要理论意义和实践价值.     

Infant artificial language learning and language acquisition

The rapidity with which children acquire language is one of the mysteries of human cognition. A view held widely for the past 30 years is that children master language by means of a language-specific learning device. An earlier proposal, which has generated renewed interest, is that children make use of domain-general, associative learning mechanisms. However, our current lack of knowledge of the actual learning mechanisms involved during infancy makes it difficult to determine the relative contributions of innate and acquired knowledge. A recent approach to studying this problem exposes infants to artificial languages and assesses the resulting learning. In this article, we review studies using this paradigm that have led to a number of exciting discoveries regarding the learning mechanisms available during infancy. These studies raise important issues with respect to whether such mechanisms are general or specific to language, the extent to which they reflect statistical learning versus symbol manipulation, and the extent to which such mechanisms change with development. The fine-grained characterizations of infant learning mechanisms that this approach permits should result in a better understanding of the relative contributions of, and the dynamic between, innate and learned factors in language acquisition.     

Genes, language development, and language disorders

Genetic factors are important contributors to language and learning disorders, and discovery of the underlying genes can help delineate the basic neurological pathways that are involved. This information, in turn, can help define disorders and their perceptual and processing deficits. Initial molecular genetic studies of dyslexia, for example, appear to converge on defects in neuronal and axonal migration. Further study of individuals with abnormalities of these genes may lead to the recognition of characteristic cognitive deficits attributable to the neurological dysfunction. Such abnormalities may affect other disorders as well, and studies of co-morbidity of dyslexia with attention deficit disorder and speech sound disorder are helping to define the scope of these genes and show the etiological and cognitive commonalities between these conditions. The genetic contributions to specific language impairment (SLI) are not as well defined at this time, but similar molecular approaches are being applied to identify genes that influence SLI and comorbid disorders. While there is co-morbidity of SLI with dyslexia, it appears that most of the common genetic effects may be with the language characteristics of autism spectrum disorders rather than with dyslexia and related disorders. Identification of these genes and their neurological and cognitive effects should lay out a functional network of interacting genes and pathways that subserve language development. Understanding these processes can form the basis for refined procedures for diagnosis and treatment.     

Neural aspects of second language representation and language control

A basic issue in the neurosciences of language is whether an L2 can be processed through the same neural mechanism underlying L1 acquisition and processing. In the present paper I review data from functional neuroimaging studies focusing on grammatical and lexico-semantic processing in bilinguals. The available evidence indicates that the L2 seems to be acquired through the same neural structures responsible for L1 acquisition. This fact is also observed for grammar acquisition in late L2 learners contrary to what one may expect from critical period accounts. However, neural differences for an L2 may be observed, in terms of more extended activity of the neural system mediating L1 processing. These differences may disappear once a more 'native-like' proficiency is established, reflecting a change in language processing mechanisms: from controlled processing for a weak L2 system (i.e., a less proficient L2) to more automatic processing. The neuroimaging data reviewed in this paper also support the notion that language control is a crucial aspect specific to the bilingual language system. The activity of brain areas related to cognitive control during the processing of a 'weak' L2 may reflect competition and conflict between languages which may be resolved with the intervention of these areas.     

Time in language: event duration in language comprehension

This work investigates how we process and represent event duration in on-line language comprehension. Specifically, it examines how events of different duration are processed and what type of knowledge underlies their representations. Studies 1–4 examined verbs and phrases in different contexts. They showed that durative events took longer to process than non-durative events and that the duration attributed to the stimulus events correlated with on-line processing times. Studies 5 and 6 indicated that durative events occur in semantically more diverse contexts and elicit semantically more diverse associations than non-durative events. Semantic and contextual diversity also correlated with attributed durations and processing times. Results indicate that (a) event-specific durations are computed on-line from multiple unfolding cues, (b) processing cost and duration representations emerge from semantic and contextual diversity reflecting our experience, and (c) key components of duration representations may be situation-specific knowledge of causal and contingency relations between events.     

Persistent structural priming from language comprehension to language production

To examine the relationship between syntactic processes in language comprehension and language production, we compared structural persistence from sentence primes that speakers heard to persistence from primes that speakers produced. [Bock, J. K., & Griffin, Z. M. (2000). The persistence of structural priming: transient activation or implicit learning? Journal of Experimental Psychology: General, 129, 177-192.] showed that the production of target priming structures increased the probability of spontaneously using the same structures to describe events in subsequent pictures that were semantically unrelated to the primes. These priming effects persisted across as many as ten intervening filler trials. The present studies replicated these results using auditorily presented primes to which participants only listened. The results indicated persistence of priming across all lags, with relative magnitudes of priming as large as those observed by Bock and Griffin. The implication is that structural priming is persistent regardless of the modality in which language structures are experienced, underscoring the power of priming as an implicit learning mechanism.