Word Order Predicts Cross-Linguistic Differences in the Production of Redundant Color and Number Modifiers

When asked to identify objects having unique shapes and colors among other objects, English speakers often produce redundant color modifiers (“the red circle”) while Spanish speakers produce them less often (“el circulo (rojo)”). This cross-linguistic difference has been attributed to a difference in word order between the two languages, under the incremental efficiency hypothesis (Rubio-Fernández, Mollica, & Jara-Ettinger, 2020). However, previous studies leave open the possibility that broad language differences between English and Spanish may explain this cross-linguistic difference such that English speakers may generally produce more modifiers than Spanish speakers, including redundant ones, irrespective of word order. Here, we test the incremental efficiency hypothesis in a language production task crossing language (English, Spanish) with modifier type (color, number). Critically, number words occur on the same side of the noun in both English and Spanish. If broad language differences are responsible for the higher rate of color word production in English compared to Spanish, then the same effect should hold for number words. In contrast, the incremental efficiency hypothesis predicts an interaction between language and modifier type, due to different ordering for color words but identical ordering for number words. Our pre-registered analyses offer strong support for the incremental efficiency hypothesis, demonstrating how seemingly small differences in language can cause us to describe the world in surprisingly different ways.     

Decomposing animacy reversals between agents and experiencers: An ERP study

The present study aimed to refine current hypotheses regarding thematic reversal anomalies, which have been found to elicit either N400 or - more frequently - “semantic-P600” (sP600) effects. Our goal was to investigate whether distinct ERP profiles reflect aspectual-thematic differences between Agent-Subject Verbs (ASVs; e.g., ‘to eat’) and Experiencer-Subject Verbs (ESVs; e.g., ‘to love’) in English. Inanimate subject noun phrases created reversal anomalies on both ASV and ESV. Animacy-based prominence effects and semantic association were controlled to minimize their contribution to any ERP effects. An N400 was elicited by the target verb in the ESV but not the ASV anomalies, supporting the hypothesis of a distinctive aspectual-thematic structure between ESV and ASV. Moreover, the N400 finding for English ESV shows that, in contrast to previous claims, the presence versus absence of N400s for this kind of anomaly cannot be exclusively explained in terms of typological differences across languages.     

Does translation involve structural priming?

When asked to translate utterances, people might merely make sure that their translations have the same meaning as the source, but they might also maintain aspects of sentence form across languages. We report two experiments in which English–German and German–English bilinguals (without specialist translator training) repeated German ditransitive sentences whose meaning was compatible with more than one grammatical form or translated them into English. Participants almost invariably repeated the sentences accurately, thereby retaining the grammatical structure. Importantly, Experiment 1 found that they tended to repeat grammatical form across languages. Experiment 2 included a condition with sentences that had no grammatical equivalent form in English; here participants tended to persist in the order of thematic roles. We argue that cross-linguistic structural priming plays a major role in the act of translation.     

From grammatical number to exact numbers: early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese

This study examined whether singular/plural marking in a language helps children learn the meanings of the words 'one,' 'two,' and 'three.' First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use. Then young children in the USA, Russia, and Japan were tested on Counting and Give-N tasks. More English and Russian learners knew the meaning of each number word than Japanese learners, regardless of whether singular/plural cues appeared in the task itself (e.g., "Give two apples" vs. "Give two"). These results suggest that the learning of "one," "two" and "three" is supported by the conceptual framework of grammatical number, rather than that of integers.     

Bias for consonantal information over vocalic information in 30-month-olds: cross-linguistic evidence from French and English

Using a name-based categorization task, Nazzi found in 2005 that French-learning 20-month-olds can make use of one-feature consonantal contrasts between new labels but fail to do so with one-feature vocalic contrasts. This asymmetry was interpreted as developmental evidence for the proposal that consonants play a more important role than vowels at the lexical level. In the current study using the same task, we first show that by 30 months French-learning infants can make use of one-feature vocalic contrasts (e.g., /pize/–/pyze/). Second, we show that in a situation where infants must neglect either a consonantal one-feature change or a vocalic one-feature change (e.g., match a /pide/ with either a /tide/ or a /pyde/), both French- and English-learning 30-month-olds choose to neglect the vocalic change rather than the consonantal change. We argue that these results suggest that by 30 months of age, infants still give less weight to vocalic information than to consonantal information in a lexically related task even though they are able to process fine vocalic information.     

Phonological and morphological consistency in the acquisition of vowel duration spelling in Dutch and German

In Dutch, vowel duration spelling is phonologically consistent but morphologically inconsistent (e.g., paar-paren). In German, it is phonologically inconsistent but morphologically consistent (e.g., Paar-Paare). Contrasting the two orthographies allowed us to examine the role of phonological and morphological consistency in the acquisition of the same orthographic feature. Dutch and German children in Grades 2 to 4 spelled singular and plural word forms and in a second task identified the correct spelling of singular and plural forms of the same nonword. Dutch children were better in word spelling, but German children outperformed the Dutch children in nonword selection. Also, whereas German children performed on a similar level for singular and plural items, Dutch children showed a large discrepancy. The results indicate that children use phonological and morphological rules from an early age but that the developmental balance between the two sources of information is constrained by the specific orthography.     

Being In Front Is Good—But Where Is In Front? Preferences for Spatial Referencing Affect Evaluation

Speakers of English frequently associate location in space with valence, as in moving up and down the “social ladder.” If such an association also holds for the sagittal axis, an object “in front of” another object would be evaluated more positively than the one “behind.” Yet how people conceptualize relative locations depends on which frame of reference (FoR) they adopt—and hence on cross-linguistically diverging preferences. What is conceptualized as “in front” in one variant of the relative FoR (e.g., translation) is “behind” under another variant (reflection), and vice versa. Do such diverging conceptualizations of an object's location also lead to diverging evaluations? In two studies employing an implicit association test, we demonstrate, first, that speakers of German, Chinese, and Japanese indeed evaluate the object “in front of” another object more positively than the one “behind.” Second, and crucially, the reversal of which object is conceptualized as “in front” involves a corresponding reversal of valence, suggesting an impact of linguistically imparted FoR preferences on evaluative processes.     

The representation of category typicality in the frontal cortex and its cross-linguistic variations

When asked to judge the membership of typical (e.g., car) vs. atypical (e.g., train) pictures of a category (e.g., vehicle), native English (N = 18) and native Chinese speakers (N = 18) showed distinctive patterns of brain activity despite showing similar behavioral responses. Moreover, these differences were mainly due to the amount and pervasiveness of category information linguistically embedded in the everyday names of the items in the respective languages, with important differences across languages in how pervasive category labels are embedded in item-level terms. Nonetheless, the left inferior frontal gyrus and the bilateral medial frontal gyrus are the most consistent neural correlates of category typicality that persist across languages and linguistic cues. These data together suggest that both cross- and within-language differences in the explicitness of category information have strong effects on the nature of categorization processes performed by the brain.     

Cross-linguistic parallels in processing derivational morphology: Evidence from Polish

Neuroimaging evidence in English suggests that the neurocognitive processing of derivationally complex words primarily reflects their properties as whole forms. The current experiment provides a cross-linguistic examination of these proposals by investigating the processing of derivationally complex words in the rich morphological system of Polish. Within the framework of a dual language system approach, we asked whether there is evidence for decompositional processing of derivationally complex Polish stems – reflected in the activation of a linguistically specific decompositional system in the left hemisphere – or for increased competition between the derived stem and its embedded base stem in the bilateral system. The results showed activation in the bilateral system and no evidence for selective engagement of the left hemisphere decompositional system. This provides a cross-linguistic validation for the hypothesis that the neurocognitive processing of derived stems primarily reflects their properties as stored forms.     

The cross-linguistic categorization of everyday events: a study of cutting and breaking

The cross-linguistic investigation of semantic categories has a long history, spanning many disciplines and covering many domains. But the extent to which semantic categories are universal or language-specific remains highly controversial. Focusing on the domain of events involving material destruction (“cutting and breaking” events, for short), this study investigates how speakers of different languages implicitly categorize such events through the verbs they use to talk about them. Speakers of 28 typologically, genetically and geographically diverse languages were asked to describe the events shown in a set of videoclips, and the distribution of their verbs across the events was analyzed with multivariate statistics. The results show that there is considerable agreement across languages in the dimensions along which cutting and breaking events are distinguished, although there is variation in the number of categories and the placement of their boundaries. This suggests that there are strong constraints in human event categorization, and that variation is played out within a restricted semantic space.