Learning Verbs Without Arguments: The Problem of Raising Verbs

This paper addresses the problem of learning the class of raising verbs (e.g. seem). These verbs are potentially problematic for learners in that unlike typical main verbs, these verbs do not stand in a semantic relation with any Noun Phrase (NP) arguments. Moreover, a second class of verbs, known as control verbs, shares certain distributional properties with raising verbs, but the two verb classes differ in important structural properties. The central problem addressed here is that of how a learner would distinguish raising verbs from control verbs, given their partial overlap in distribution. A series of experiments with English-speaking adults using a fill-in-the-blank questionnaire revealed two main types of cues that led participants to distinguish the two verb classes: inanimate NPs and semantically empty subjects (its raining) yielded the highest proportion of raising verb responses from adults, while animate NPs paired with eventive predicates yielded a high rate of control verb responses. On the basis of these results, suggestions are made as to how one should study the learning of these verbs in children.This research was supported by an NSF Postdoctoral Fellowship at the Institute for Research in Cognitive Science. I owe many, many thanks to Lila and Henry Gleitman, John Trueswell and the whole cast of participants in the Cheese seminar at IRCS during 2000–2002. In addition I would like to thank Ash Asudeh, Robin Clark, Jeffrey Lidz, Elliott Moreton, Julien Musolino, Anna Papafragou, Carson Schutze and an anonymous reviewer for comments and suggestions. I also thank audiences at University of North Carolina, University of Delaware, UCLA, Penn Linguistics Colloquium 26, Chicago Linguistic Society 38 and the CUNY Graduate Center for stimulating discussions. All errors and shortcomings are my own.     

Zero Anaphora: Transfer of Reference Tracking Strategies from Chinese to English

English contains many nominals that would be absent in Chinese because Chinese makes greater use of zero anaphora, which is an empty grammatical slot in a sentence standing for a previously mentioned referent. Native Chinese and native English speakers were compared in comprehending modified English passages from a standardized reading test with nominals deleted that would be absent in Chinese. In three experiments, Chinese speakers showed superior comprehension as measured by objective multiple-choice questions in this case, but not when no words were deleted or when nominals were deleted that would not be absent in Chinese. These results imply that native Chinese speakers develop reference tracking strategies that they transfer to comprehending English.This research was supported in part by United States Army Research Institute Contracts MDA903-93-K-0010, DASW01-96-K-0010, DASW01-99-K-0002, and DASW01-03-K-0002 to the University of Colorado (Alice Healy, Principal Investigator).We thank Lyle Bourne and Barbara Fox for stimulating discussions about this research. We are also grateful to the Institute of Cognitive Science at the University of Colorado for their support of this research.Experiments 1 and 2 were reported at the International Conference on Functional Approaches to Grammar, Albuquerque, NM, July 25, 1995, and at the 37th Annual Meeting of the Psychonomic Society, Chicago, IL, November 3, 1996, and all three experiments were reported at the 2001 American Association for Applied Linguistics conference, St. Louis, MO, February 24, 2001.     

On aims and methods in the neuroimaging of derived relations

Ingenious and seemingly powerful technologies have been developed recently that enable the visualization in some detail of events in the brain concomitant upon the ongoing behavioral performance of a human participant. Measurement of such brain events offers at the very least a new set of dependent variables in relation to which the independent variables familiarly manipulated in the operant laboratory may be explored. Two related paradigms in which a start has been made in such research concern the derivation of novel or emergent relations from a baseline set of trained relations, and include the phenomenon of transitive inference (TI), observed in studies of stimulus equivalence (SE) and serial learning (SL) or seriation. This paper reviews some published and forthcoming neuroimaging studies of these and related phenomena, and considers how this line of research both demands and represents a welcome synthesis between types of question and levels of explanation in behavioral science that often have been seen as antithetical.     

Within-subject testing of the signaled-reinforcement effect on operant responding as measured by response rate and resistance to change

Response rates under random-interval schedules are lower when a brief (500 ms) signal accompanies reinforcement than when there is no signal. The present study examined this signaled-reinforcement effect and its relation to resistance to change. In Experiment 1, rats responded on a multiple random-interval 60-s random-interval 60-s schedule, with signaled reinforcement in only one component. Response resistance to alternative reinforcement, prefeeding, and extinction was compared between these components. Lower response rates, and greater resistance to change, occurred in the component with the reinforcement signal. In Experiment 2, response rates and resistance to change were compared after training on a multiple random-interval 60-s random-interval 60-s schedule in which reinforcer delivery was unsignaled in one component and a response-produced uncorrelated stimulus was presented in the other component. Higher response rates and greater resistance to change occurred with the uncorrelated stimulus. These results highlight the significance of considering the effects of an uncorrelated signal when used as a control condition, and challenge accounts of resistance to change that depend solely on reinforcer rate.     

Gradations of emulation learning in infants' imitation of actions on objects

This study explored different gradations of emulation in the imitation of actions on objects by 17-month-olds. Experiment 1 established levels of behavioral reproduction following prerecorded video demonstrations similar to those levels following live demonstrations. In Experiment 2, two digitally modified videos, where object movements or body movements critical to producing the target action were highlighted in isolation, were developed. Infants produced the target action equally frequently by observing the object movement video and observing the unmodified video. In contrast, their performance was much less successful based on the body movement video. In Experiment 3, the performance obtained following the object movement video was similar to that following a further video that emphasized the object movements produced in unsuccessful attempts to produce the target action. These findings suggest that emulation in the form of object movement reenactment or affordance learning plays a role in the social learning of actions on objects during infancy.     

Representation and Reasoning about Evolutions of the World in the Context of Reasoning about Actions

The first step in reasoning about actions and change involves reasoning about how the world would evolve if a certain action is executed in a certain state. Most research on this assumes the evolution to be only a single step and focus on formulating the transition function that defines changes between states due to actions. In this paper we consider cases where the evolution is more than just a single change between one state and another. This is manifested when the execution of an action may trigger execution of other actions, or when multiple agents act on the environment following certain strategies.     

Theological Strategies,Constructing Meaning,and Coping with Breast Cancer: A Qualitative Study

Examines ways in which the experience of breast cancer has impacted the theology and the ability to create meaning for 10 female breast cancer patients. Discusses three theological strategies emerging from participant interviews: 1) God causes cancer for a purpose, 2) God does not cause cancer, but there can still be meaning in illness, and 3) cancer is just part of life and has no inherent meaning, though meaning can be constructed through the experience.     

Probabilistic Subset Conjunction

The authors introduce subset conjunction as a classification rule by which an acceptable alternative must satisfy some minimum number of criteria. The rule subsumes conjunctive and disjunctive decision strategies as special cases. Subset conjunction can be represented in a binary-response model, for example, in a logistic regression, using only main effects or only interaction effects. This results in a confounding of the main and interaction effects when there is little or no response error. With greater response error, a logistic regression, even if it gives a good fit to data, can produce parameter estimates that do not reflect the underlying decision process. The authors propose a model in which the binary classification of alternatives into acceptable/unacceptable categories is based on a probabilistic implementation of a subset-conjunctive process. The satisfaction of decision criteria biases the odds toward one outcome or the other. The authors then describe a two-stage choice model in which a (possibly large) set of alternatives is first reduced using a subset-conjunctive rule, after which an alternative is selected from this reduced set of items. They describe methods for estimating the unobserved consideration probabilities from classification and choice data, and illustrate the use of the models for cancer diagnosis and consumer choice. They report the results of simulations investigating estimation accuracy, incidence of local optima, and model fit. The authors thank the Editor, the Associate Editor, and three anonymous reviewers for their constructive suggestions, and also thank Asim Ansari and Raghuram Iyengar for their helpful comments. They also thank Sawtooth Software, McKinsey and Company, and Intelliquest for providing the PC choice data, and the University of Wisconsin for making the breast-cancer data available at the machine learning archives.     

Dennett’s Rhetorical Strategies in <Emphasis Type="Italic">Consciousness Explained</Emphasis>

Dennett’s Consciousness Explained (1991) is an inspiring but also a highly frustrating book. The line of the argument seems to be clear, but then at second sight it fades away. It turns out that Dennett uses six of the seven strategies which I discuss in my “The Seven Strategies of the Sophisticated Pseudo-Scientist: A Look into Freud’s Rhetorical Tool Box” (J. Gen. Phil. Sci., 2001) Discussing important examples of these strategies I show why Consciousness Explained is such a frustrating book. As the examples used do not reflect minor problems but go to the heart of the matter and concern the book’s main areas of contention, it turns out that, in spite of the valuable and insightful details, Dennett’s materialistic view of consciousness is supported mainly by rhetorical sleights of hand.     

Mindfulness,learning and the brain

I have tried to sketch an approach to the complex phenomena that go by the name of ‘mindfulness’ that both does justice to this complexity and depth, and also offers a way of thinking about mindfulness in evolutionary, ecosocial and neural terms: terms that enable us to ask questions like: where did mindfulness come from? What kind of consciousness is it? What was it for, before it was co-opted by spiritual and therapeutic kinds of discourse and practice? And how do brains do it? In essence, I am suggesting that human brains seem to have developed, for good evolutionary reasons, a degree of facility with imaginative empathy and as-if identification; and that mindfulness capitalises on this to create what is probably a uniquely human form of learning—or rather unlearning.