Source‐Goal Asymmetries in Motion Representation: Implications for Language Production and Comprehension

Recent research has demonstrated an asymmetry between the origins and endpoints of motion events, with preferential attention given to endpoints rather than beginnings of motion in both language and memory. Two experiments explore this asymmetry further and test its implications for language production and comprehension. Experiment 1 shows that both adults and 4‐year‐old children detect fewer within‐category changes in source than goal objects when tested for memory of motion events; furthermore, these groups produce fewer references to source than goal objects when describing the same motion events. Experiment 2 asks whether the specificity of encoding source/goal relations differs in both spatial memory and the comprehension of novel spatial vocabulary. Results show that endpoint configuration changes are detected more accurately than source configuration changes by both adults and young children. Furthermore, when interpreting novel motion verbs, both age groups expect more fine‐grained lexical distinctions in the domain of endpoint configurations compared to that of source configurations. These studies demonstrate that a cognitive‐attentional bias in spatial representation and memory affects both the detail of linguistic encoding during the use of spatial language and the specificity of hypotheses about spatial referents that learners build during the acquisition of the spatial lexicon.     

Infants discriminate manners and paths in non-linguistic dynamic events

Do 14- to 17-month-olds notice the paths and manners of motion events? English- and Spanish-learning infants were habituated to an animated motion event including a manner (e.g., spinning) and a path (e.g., over). They were then tested on four types of events that changed either the manner, the path, both, or neither component. Both English- and Spanish-learning infants attended to changes of manner and changes of path. Thus, infants from two different language communities proved sensitive to components of events that undergird relational term learning.