Language-relative construal of individuation constrained by universal ontology: revisiting language universals and linguistic relativity

Objects and substances bear fundamentally different ontologies. In this article, we examine the relations between language, the ontological distinction with respect to individuation, and the world. Specifically, in cross‐linguistic developmental studies that follow Imai and Gentner (1997) , we examine the question of whether language influences our thought in different forms, like (1) whether the language‐specific construal of entities found in a word extension context ( Imai & Gentner, 1997 ) is also found in a nonlinguistic classification context; (2) whether the presence of labels per se, independent of the count‐mass syntax, fosters ontology‐based classification; (3) in what way, if at all, the count‐mass syntax that accompanies a label changes English speakers' default construal of a given entity? On the basis of the results, we argue that the ontological distinction concerning individuation is universally shared and functions as a constraint on early learning of words. At the same time, language influences one's construal of entities cross‐lingistically and developmentally, and causes a temporary change of construal within a single language. We provide a detailed discussion of how each of these three ways language may affect the construal of entities, and discuss how our universally possessed knowledge interacts with language both within a single language and in cross‐linguistic context.     

Emotionally meaningful targets enhance orienting triggered by a fearful gazing face

Studies investigating the effect of emotional expression on spatial orienting to a gazed-at location have produced mixed results. The present study investigated the role of affective context in the integration of emotion processing and gaze-triggered orienting. In three experiments, a face gazed nonpredictively to the left or right, and then its expression became fearful or happy. Participants identified (Experiments 1 and 2) or detected (Experiment 3) a peripheral target presented 225 or 525 ms after the gaze cue onset. In Experiments 1 and 3 the targets were either threatening (a snarling dog) or nonthreatening (a smiling baby); in Experiment 2 the targets were neutral. With emotionally-valenced targets, the gaze-cuing effect was larger when the face was fearful compared to happy--but only with the longer cue-target interval. With neutral targets, there was no interaction between gaze and expression. Our results indicate that a meaningful context optimizes attentional integration of gaze and expression information.     

Are People Successful at Learning Sequences of Actions on a Perceptual Matching Task?

We report the results of an experiment in which human subjects were trained to perform a perceptual matching task. Subjects were asked to manipulate comparison objects until they matched target objects using the fewest manipulations possible. An unusual feature of the experimental task is that efficient performance requires an understanding of the hidden or latent causal structure governing the relationships between actions and perceptual outcomes. We use two benchmarks to evaluate the quality of subjects' learning. One benchmark is based on optimal performance as calculated by a dynamic programming procedure. The other is based on an adaptive computational agent that uses a reinforcement-learning method known as Q-learning to learn to perform the task. Our analyses suggest that subjects were successful learners. In particular, they learned to perform the perceptual matching task in a near-optimal manner (i.e., using a small number of manipulations) at the end of training. Subjects were able to achieve near-optimal performance because they learned, at least partially, the causal structure underlying the task. In addition, subjects' performances were broadly consistent with those of model-based reinforcement-learning agents that built and used internal models of how their actions influenced the external environment. We hypothesize that people will achieve near-optimal performances on tasks requiring sequences of action-especially sensorimotor tasks with underlying latent causal structures-when they can detect the effects of their actions on the environment, and when they can represent and reason about these effects using an internal mental model.     

Parental Mourning and Children's Behavior

This article alerts professionals to sibling death as a possible reason for behaviors exhibited by young clients. Aside from their own grief, children are affected by parental mourning over a child's death and accompanying changes in the family environment. Children show their distress in a variety of behaviors, some of which appear to be unrelated to the loss. Four areas of concern are presented with case illustrations: cognitive distortions, reactions to parents' distress and preoccupation with the loss, being a replacement child, and effects of parents' failure to work through their grief. Suggestions for helping children and parents include using a genogram for identifying loss, helping the family talk about the death, and providing a support group for children.     

Loss,Pain, and Growth

This article discusses, with case illustrations, different kinds of loss encountered throughout life and the emotional reactions to them. Understanding losses and their common responses will enable helping professionals to assist others more effectively in dealing with their experience of loss and turning it into an opportunity for personal growth. Guidelines are given for helping those who have undergone loss.     

Prosodic planning while reading aloud: On-line examination of Japanese sentences

In this paper, we discuss the process of generating prosody on-line while reading a sentence orally. We report results from two studies in which eye-voice span was measured while subjects read aloud. In study one, the average eye-voice span for simple texts was only about 2.5 characters. In study two, the eye-voice span was also about 2.5 characters even when the subjects read garden-path sentences which required reanalysis during processing. That the readers looked only a few characters ahead before reading aloud suggests that the prosody which they generate is not based on a global syntactic analysis, but instead reflects only limited, local syntactic information. The subjects, therefore, make errors and repairs when this locally determined prosody obviously contradicts the meaning of the sentence.Part of the research reported in this paper was done while the second author was an invited researcher at NTT Basic Research Labs, and the research was partially funded by grants from NSF (SBR-9357983) and NIMH (R29-MH-51655) to the second author. We thank Naotake Kanbe, Kazuhiko Kakehi, and Mary Beckman for their valuable comments.     

The role of the input on the development of the LC bias: A crosslinguistic comparison

Previous studies have described the existence of a phonotactic bias called the Labial–Coronal (LC) bias, corresponding to a tendency to produce more words beginning with a labial consonant followed by a coronal consonant (i.e. “bat”) than the opposite CL pattern (i.e. “tap”). This bias has initially been interpreted in terms of articulatory constraints of the human speech production system. However, more recently, it has been suggested that this presumably language-general LC bias in production might be accompanied by LC and CL biases in perception, acquired in infancy on the basis of the properties of the linguistic input. The present study investigates the origins of these perceptual biases, testing infants learning Japanese, a language that has been claimed to possess more CL than LC sequences, and comparing them with infants learning French, a language showing a clear LC bias in its lexicon. First, a corpus analysis of Japanese IDS and ADS revealed the existence of an overall LC bias, except for plosive sequences in ADS, which show a CL bias across counts. Second, speech preference experiments showed a perceptual preference for CL over LC plosive sequences (all recorded by a Japanese speaker) in 13- but not in 7- and 10-month-old Japanese-learning infants (Experiment 1), while revealing the emergence of an LC preference between 7 and 10 months in French-learning infants, using the exact same stimuli. These crosslinguistic behavioral differences, obtained with the same stimuli, thus reflect differences in processing in two populations of infants, which can be linked to differences in the properties of the lexicons of their respective native languages. These findings establish that the emergence of a CL/LC bias is related to exposure to a linguistic input.     

Dialectal differences in hemispheric specialization for Japanese lexical pitch accent

Language experience can alter perceptual abilities and the neural specialization for phonological contrasts. Here we investigated whether dialectal differences in the lexical use of pitch information lead to differences in functional lateralization for pitch processing. We measured cortical hemodynamic responses to pitch pattern changes in native speakers of Standard (Tokyo) Japanese, which has a lexical pitch accent system, and native speakers of ‘accentless’ dialects, which do not have any lexical tonal phenomena. While the Standard Japanese speakers showed left-dominant responses in temporal regions to pitch pattern changes within words, the accentless dialects speakers did not show such left-dominance. Pitch pattern changes within harmonic-complex tones also elicited different brain activation patterns between the two groups. These results indicate that the neural processing of pitch information differs depending on the listener’s native dialect, and that listeners’ linguistic experiences may further affect the processing of pitch changes even for non-linguistic sounds.     

The development of perceptual grouping biases in infancy: A Japanese-English cross-linguistic study

Perceptual grouping has traditionally been thought to be governed by innate, universal principles. However, recent work has found differences in Japanese and English speakers’ non-linguistic perceptual grouping, implicating language in non-linguistic perceptual processes (Iversen, Patel, & Ohgushi, 2008). Two experiments test Japanese- and English-learning infants of 5–6 and 7–8 months of age to explore the development of grouping preferences. At 5–6 months, neither the Japanese nor the English infants revealed any systematic perceptual biases. However, by 7–8 months, the same age as when linguistic phrasal grouping develops, infants developed non-linguistic grouping preferences consistent with their language’s structure (and the grouping biases found in adulthood). These results reveal an early difference in non-linguistic perception between infants growing up in different language environments. The possibility that infants’ linguistic phrasal grouping is bootstrapped by abstract perceptual principles is discussed.