Publications

Abstract

Heterozygous mutations of the human FOXP2 gene cause a developmental disorder involving impaired learning and production of fluent spoken language. Previous investigations of its aetiology have focused on disturbed function of neural circuits involved in motor control. However, Foxp2 expression has been found in the cochlea and auditory brain centers and deficits in auditory processing could contribute to difficulties in speech learning and production. Here, we recorded auditory brainstem responses (ABR) to assess two heterozygous mouse models carrying distinct Foxp2 point mutations matching those found in humans with FOXP2-related speech/language impairment. Mice which carry a Foxp2-S321X nonsense mutation, yielding reduced dosage of Foxp2 protein, did not show systematic ABR differences from wildtype littermates. Given that speech/language disorders are observed in heterozygous humans with similar nonsense mutations (FOXP2-R328X), our findings suggest that auditory processing deficits up to the midbrain level are not causative for FOXP2-related language impairments. Interestingly, however, mice harboring a Foxp2-R552H missense mutation displayed systematic alterations in ABR waves with longer latencies (significant for waves I, III, IV) and smaller amplitudes (significant for waves I, IV) suggesting that either the synchrony of synaptic transmission in the cochlea and in auditory brainstem centers is affected, or fewer auditory nerve fibers and fewer neurons in auditory brainstem centers are activated compared to wildtypes. Therefore, the R552H mutation uncovers possible roles for Foxp2 in the development and/or function of the auditory system. Since ABR audiometry is easily accessible in humans, our data call for systematic testing of auditory functions in humans with FOXP2 mutations.

Abstract

The current electroencephalography study investigated the relationship between the motor and (language) comprehension systems by simultaneously measuring mu and N400 effects. Specifically, we examined whether the pattern of motor activation elicited by verbs depends on the larger sentential context. A robust N400 congruence effect confirmed the contextual manipulation of action plausibility, a form of semantic congruency. Importantly, this study showed that: (1) Action verbs elicited more mu power decrease than non-action verbs when sentences described plausible actions. Action verbs thus elicited more motor activation than non-action verbs. (2) In contrast, when sentences described implausible actions, mu activity was present but the difference between the verb types was not observed. The increased processing associated with a larger N400 thus coincided with mu activity in sentences describing implausible actions. Altogether, context-dependent motor activation appears to play a functional role in deriving context-sensitive meaning

Abstract

We present a coding system combined with an annotation tool for the analysis of gestural behavior. The NEUROGES coding system consists of three modules that progress from gesture kinetics to gesture function. Grounded on empirical neuropsychological and psychological studies, the theoretical assumption behind NEUROGES is that its main kinetic and functional movement categories are differentially associated with specific cognitive, emotional, and interactive functions. ELAN is a free, multimodal annotation tool for digital audio and video media. It supports multileveled transcription and complies with such standards as XML and Unicode. ELAN allows gesture categories to be stored with associated vocabularies that are reusable by means of template files. The combination of the NEUROGES coding system and the annotation tool ELAN creates an effective tool for empirical research on gestural behavior.

Abstract

Individual and interactive movement behaviour (non-verbal behaviour / communication) specifically reflects implicit processes in psychotherapy [1,4,11]. However, thus far, the registration of movement behaviour has been a methodological challenge. We will present a coding system combined with an annotation tool for the analysis of movement behaviour during psychotherapy interviews [9]. The NGCS coding system enables to classify body movements based on their kinetic features alone [5,7]. The theoretical assumption behind the NGCS is that its main kinetic and functional movement categories are differentially associated with specific psychological functions and thus, have different neurobiological correlates [5-8]. ELAN is a multimodal annotation tool for digital video media [2,3,12]. The NGCS / ELAN template enables to link any movie to the same coding system and to have different raters independently work on the same file. The potential of movement behaviour analysis as an objective tool for psychotherapy research and for supervision in the psychosomatic practice is discussed by giving examples of the NGCS/ELAN analyses of psychotherapy sessions. While the quality of kinetic turn-taking and the therapistrsquor;s (implicit) adoption of the patientrsquor;s movements may predict therapy outcome, changes in the patientrsquor;s movement behaviour pattern may indicate changes in cognitive concepts and emotional states and thus, may help to identify therapeutically relevant processes [10].

Abstract

Using real-time eye-movement measures, we asked how a fantastical discourse context competes with stored representations of semantic and world knowledge to influence children's and adults' moment-by-moment interpretation of a story. Seven-year- olds were less effective at bypassing stored semantic and world knowledge during real-time interpretation than adults. Nevertheless, an effect of discourse context on comprehension was still apparent.

Abstract

This paper presents a novel model for 3D image segmentation and reconstruction. It has been designed with the aim to be implemented over a computer cluster or a multi-core platform. The required features include a nearly absolute independence between the processes participating in the segmentation task and providing amount of work as equal as possible for all the participants. As a result, it is avoid many drawbacks often encountered when performing a parallelization of an algorithm that was constructed to operate in a sequential manner. Furthermore, the proposed algorithm based on the new segmentation model is efficient and shows a very good, nearly linear performance growth along with the growing number of processing units.

Abstract

Deformable models are a popular family of image segmentation techniques, which has been gaining significant focus in the last two decades, serving both for real-world applications as well as the base for research work. One of the features that the deformable models offer and that is considered a much desired one, is the ability to change their topology during the segmentation process. Using this characteristic it is possible to perform segmentation of objects with discontinuities in their bodies or to detect an undefined number of objects in the scene. In this paper we present our model for handling the topology changes in image segmentation methods based on the Active Volumes solution. The said model is capable of performing the changes in the structure of objects while the segmentation progresses, what makes it efficient and suitable for implementations over powerful execution environment, like multi-core architectures or computer clusters.

Abstract

In this paper we present a novel approach for image segmentation using Active Nets and Active Volumes. Those solutions are based on the Deformable Models, with slight difference in the method for describing the shapes of interests - instead of using a contour or a surface they represented the segmented objects with a mesh structure, which allows to describe not only the surface of the objects but also to model their interiors. This is obtained by dividing the nodes of the mesh in two categories, namely internal and external ones, which will be responsible for two different tasks. In our new approach we propose to negate this separation and use only one type of nodes. Using that assumption we manage to significantly shorten the time of segmentation while maintaining its quality.

Abstract

People learn language from their social environment. As individuals differ in their social networks, they might be exposed to input with different lexical distributions, and these might influence their linguistic representations and lexical choices. In this article we test the relation between linguistic performance and 3 social network properties that should influence input variability, namely, network size, network heterogeneity, and network density. In particular, we examine how these social network properties influence lexical prediction, lexical access, and lexical use. To do so, in Study 1, participants predicted how people of different ages would name pictures, and in Study 2 participants named the pictures themselves. In both studies, we examined how participants’ social network properties related to their performance. In Study 3, we ran simulations on norms we collected to see how age variability in one’s network influences the distribution of different names in the input. In all studies, network age heterogeneity influenced performance leading to better prediction, faster response times for difficult-to-name items, and less entropy in input distribution. These results suggest that individual differences in social network properties can influence linguistic behavior. Specifically, they show that having a more heterogeneous network is associated with better performance. These results also show that the same factors influence lexical prediction and lexical production, suggesting the two might be related.

Abstract

Speakers constantly learn language from the environment by sampling their linguistic input and adjusting their representations accordingly. Logically, people should attend more to the environment and adjust their behavior in accordance with it more the lower their success in the environment is. We test whether the learning of linguistic input follows this general principle in two studies: a corpus analysis of a TV game show, Jeopardy, and a laboratory task modeled after Go Fish. We show that lower (non-linguistic) success in the task modulates learning of and reliance on linguistic patterns in the environment. In Study 1, we find that poorer performance increases conformity with linguistic norms, as reflected by increased preference for frequent grammatical structures. In Study 2, which consists of a more interactive setting, poorer performance increases learning from the immediate social environment, as reflected by greater repetition of others’ grammatical structures. We propose that these results have implications for models of language production and language learning and for the propagation of language change. In particular, they suggest that linguistic changes might spread more quickly in times of crisis, or when the gap between more and less successful people is larger. The results might also suggest that innovations stem from successful individuals while their propagation would depend on relatively less successful individuals. We provide a few historical examples that are in line with the first suggested implication, namely, that the spread of linguistic changes is accelerated during difficult times, such as war time and an economic downturn

Abstract

Foreign-accented speech is generally harder to understand than native-accented speech. This difficulty is reduced for non-native listeners who share their first language with the non-native speaker. It is currently unclear, however, how non-native listeners deal with foreign-accented speech produced by speakers of a different language. We show that the process of (second) language acquisition is associated with an increase in the relative difficulty of processing foreign-accented speech. Therefore, experiencing greater relative difficulty with foreign-accented speech compared with native speech is a marker of language proficiency. These results contribute to our understanding of how phonological categories are acquired during second language learning.

Abstract

We learn language from our social environment. In general, the more sources we have, the less informative each of them is, and the less weight we should assign it. If this is the case, people who interact with fewer others should be more susceptible to the influence of each of their interlocutors. This paper tests whether indeed people who interact with fewer other people have more malleable phonological representations. Using a perceptual learning paradigm, this paper shows that individuals who regularly interact with fewer others are more likely to change their boundary between /d/ and /t/ following exposure to an atypical speaker. It further shows that the effect of number of interlocutors is not due to differences in ability to learn the speaker’s speech patterns, but specific to likelihood of generalizing the learned pattern. These results have implications for both language learning and language change, as they suggest that individuals with smaller social networks might play an important role in propagating linguistic changes.

Abstract

Making a self-repair in speech typically proceeds in three phases. The first phase involves the monitoring of one’s own speech and the interruption of the flow of speech when trouble is detected. From an analysis of 959 spontaneous self-repairs it appears that interrupting follows detection promptly, with the exception that correct words tend to be completed. Another finding is that detection of trouble improves towards the end of constituents. The second phase is characterized by hesitation, pausing, but especially the use of so-called editing terms. Which editing term is used depends on the nature of the speech trouble in a rather regular fashion: Speech errors induce other editing terms than words that are merely inappropriate, and trouble which is detected quickly by the speaker is preferably signalled by the use of ‘uh’. The third phase consists of making the repair proper The linguistic well-formedness of a repair is not dependent on the speaker’s respecting the integriv of constituents, but on the structural relation between original utterance and repair. A bi-conditional well-formedness rule links this relation to a corresponding relation between the conjuncts of a coordination. It is suggested that a similar relation holds also between question and answer. In all three cases the speaker respects certain Istructural commitments derived from an original utterance. It was finally shown that the editing term plus the first word of the repair proper almost always contain sufficient information for the listener to decide how the repair should be related to the original utterance. Speakers almost never produce misleading information in this respect. It is argued that speakers have little or no access to their speech production process; self-monitoring is probably based on parsing one’s own inner or overt speech.

Abstract

In their comment, Dell and O'Seaghdha (1991) adduced any effect on phonological probes for semantic alternatives to the activation of these probes in the lexical network. We argue that that interpretation is false and, in addition, that the model still cannot account for our data. Furthermore, and different from Dell and O'seaghda, we adduce semantic rebound to the lemma level, where it is so substantial that it should have shown up in our data. Finally, we question the function of feedback in a lexical network (other than eliciting speech errors) and discuss Dell's (1988) notion of a unified production-comprehension system.

Abstract

Spontaneous self-corrections in speech pose a communication problem; the speaker must make clear to the listener not only that the original Utterance was faulty, but where it was faulty and how the fault is to be corrected. Prosodic marking of corrections - making the prosody of the repair noticeably different from that of the original utterance - offers a resource which the speaker can exploit to provide the listener with such information. A corpus of more than 400 spontaneous speech repairs was analysed, and the prosodic characteristics compared with the syntactic and semantic characteristics of each repair. Prosodic marking showed no relationship at all with the syntactic characteristics of repairs. Instead, marking was associated with certain semantic factors: repairs were marked when the original utterance had been actually erroneous, rather than simply less appropriate than the repair; and repairs tended to be marked more often when the set of items encompassing the error and the repair was small rather than when it was large. These findings lend further weight to the characterization of accent as essentially semantic in function.

Abstract

This short report draws attention to an interesting kind of configuration in the lexicon that seems to have escaped theoretical or systematic descriptive attention. These configurations, which we dub SEMPLATES, consist of an abstract structure or template, which is recurrently instantiated in a number of lexical sets, typically of different form classes. A number of examples from different language families are adduced, and generalizations made about the nature of semplates, which are contrasted to other, perhaps similar, phenomena

Abstract

In an earlier article (Levinson, 1987b), I raised the possibility that a Gricean theory of implicature might provide a systematic partial reduction of the Binding Conditions; the briefest of outlines is given in Section 2.1 below but the argumentation will be found in the earlier article. In this article I want, first, to show how that account might be further justified and extended, but then to introduce a radical alternative. This alternative uses the same pragmatic framework, but gives an account better adjusted to some languages. Finally, I shall attempt to show that both accounts can be combined by taking a diachronic perspective. The attraction of the combined account is that, suddenly, many facts about long-range reflexives and their associated logophoricity fall into place.

Abstract

In this study, we used electroencephalography to investigate the influence of discourse-level semantic coherence on electrophysiological signatures of local sentence-level processing. Participants read groups of four sentences that could either form coherent stories or were semantically unrelated. For semantically coherent discourses compared to incoherent ones, the N400 was smaller at sentences 2–4, while the visual N1 was larger at the third and fourth sentences. Oscillatory activity in the beta frequency range (13–21 Hz) was higher for coherent discourses. We relate the N400 effect to a disruption of local sentence-level semantic processing when sentences are unrelated. Our beta findings can be tentatively related to disruption of local sentence-level syntactic processing, but it cannot be fully ruled out that they are instead (or also) related to disrupted local sentence-level semantic processing. We conclude that manipulating discourse-level semantic coherence does have an effect on oscillatory power related to local sentence-level processing.

Abstract

Most neuroimaging studies are performed using one imaging method only, either functional magnetic resonance imaging (fMRI), electroencephalography (EEG), or magnetoencephalography (MEG). Information on both location and timing has been sought by recording fMRI and EEG, simultaneously, or MEG and fMRI in separate sessions. Such approaches assume similar active areas whether detected via hemodynamic or electrophysiological signatures. Direct comparisons, after independent analysis of data from each imaging modality, have been conducted primarily on low-level sensory processing. Here, we report MEG (timing and location) and fMRI (location) results in 11 subjects when they named pictures that depicted an action or an object. The experimental design was exactly the same for the two imaging modalities. The MEG data were analyzed with two standard approaches: a set of equivalent current dipoles and a distributed minimum norm estimate. The fMRI blood-oxygenlevel dependent (BOLD) data were subjected to the usual random-effect contrast analysis. At the group level, MEG and fMRI data showed fairly good convergence, with both overall activation patterns and task effects localizing to comparable cortical regions. There were some systematic discrepancies, however, and the correspondence was less compelling in the individual subjects. The present analysis should be helpful in reconciling results of fMRI and MEG studies on high-level cognitive functions

Abstract

One of the defining features of human language is displacement, the ability to make reference to absent entities. Here we show that prelinguistic, 12-month-old infants already can use a nonverbal pointing gesture to make reference to absent entities. We also show that chimpanzees—who can point for things they want humans to give them—do not point to refer to absent entities in the same way. These results demonstrate that the ability to communicate about absent but mutually known entities depends not on language, but rather on deeper social-cognitive skills that make acts of linguistic reference possible in the first place. These nonlinguistic skills for displaced reference emerged apparently only after humans' divergence from great apes some 6 million years ago.

Abstract

Arbitrary communication systems can emerge from iconic beginnings through processes of conventionalisation via interaction. Here, we explore whether this process of conventionalisation occurs with continuous, auditory signals. We conducted an artificial signalling experiment. Participants either created signals for themselves, or for a partner in a communication game. We found no evidence that the speech-like signals in our experiment became less iconic or simpler through interaction. We hypothesise that the reason for our results is that when it is difficult to be iconic initially because of the constraints of the modality, then iconicity needs to emerge to enable grounding before conventionalisation can occur. Further, pressures for discrimination, caused by the expanding meaning space in our study, may cause more complexity to emerge, again as a result of the restrictive signalling modality. Our findings have possible implications for the processes of conventionalisation possible in signed and spoken languages, as the spoken modality is more restrictive than the manual modality.

Abstract

In language evolution research, the use of computational and experimental methods to investigate the emergence of structure in language is exploding. In this review, we look exclusively at work exploring the emergence of structure in speech, on both a categorical level (what drives the emergence of an inventory of individual speech sounds), and a combinatorial level (how these individual speech sounds emerge and are reused as part of larger structures). We show that computational and experimental methods for investigating population-level processes can be effectively used to explore and measure the effects of learning, communication and transmission on the emergence of structure in speech. We also look at work on child language acquisition as a tool for generating and validating hypotheses for the emergence of speech categories. Further, we review the effects of noise, iconicity and production effects.

Abstract

How did human sound systems get to be the way they are? Collecting contributions implementing a wealth of methods to address this question, this special issue treats language and speech as being the result of a complex adaptive system. The work throughout provides evidence and theory at the levels of phylogeny, glossogeny and ontogeny. In taking a multi-disciplinary approach that considers interactions within and between these levels of selection, the papers collectively provide a valuable, integrated contribution to existing work on the evolution of speech and sound systems.

Abstract

Previous research has shown that repeated interactions can cause iconicity in signals to reduce. However, data from several recent studies has shown the opposite trend: an increase in iconicity as the result of repeated interactions. Here, we discuss whether signals may become less or more iconic as a result of the modality used to produce them. We review several recent experimental results before presenting new data from multi-modal signals, where visual input creates audio feedback. Our results show that the growth in iconicity present in the audio information may come at a cost to iconicity in the visual information. Our results have implications for how we think about and measure iconicity in artificial signalling experiments. Further, we discuss how iconicity in real world speech may stem from auditory, kinetic or visual information, but iconicity in these different modalities may conflict.

Abstract

In language, a small number of meaningless building blocks can be combined into an unlimited set of meaningful utterances. This is known as combinatorial structure. One hypothesis for the initial emergence of combinatorial structure in language is that recombining elements of signals solves the problem of overcrowding in a signal space. Another hypothesis is that iconicity may impede the emergence of combinatorial structure. However, how these two hypotheses relate to each other is not often discussed. In this paper, we explore how signal space dimensionality relates to both overcrowding in the signal space and iconicity. We use an artificial signalling experiment to test whether a signal space and a meaning space having similar topologies will generate an iconic system and whether, when the topologies differ, the emergence of combinatorially structured signals is facilitated. In our experiments, signals are created from participants' hand movements, which are measured using an infrared sensor. We found that participants take advantage of iconic signal-meaning mappings where possible. Further, we use trajectory predictability, measures of variance, and Hidden Markov Models to measure the use of structure within the signals produced and found that when topologies do not match, then there is more evidence of combinatorial structure. The results from these experiments are interpreted in the context of the differences between the emergence of combinatorial structure in different linguistic modalities (speech and sign).

Abstract

Language comprehension involves the simultaneous processing of information at the phonological, syntactic, and lexical level. We track these three distinct streams of information in the brain by using stochastic measures derived from computational language models to detect neural correlates of phoneme, part-of-speech, and word processing in an fMRI experiment. Probabilistic language models have proven to be useful tools for studying how language is processed as a sequence of symbols unfolding in time. Conditional probabilities between sequences of words are at the basis of probabilistic measures such as surprisal and perplexity which have been successfully used as predictors of several behavioural and neural correlates of sentence processing. Here we computed perplexity from sequences of words and their parts of speech, and their phonemic transcriptions. Brain activity time-locked to each word is regressed on the three model-derived measures. We observe that the brain keeps track of the statistical structure of lexical, syntactic and phonological information in distinct areas.

Abstract

In every-day conversations, the gap between turns of conversational partners is most frequently between 0 and 200 ms. We were interested how speakers achieve such fast transitions. We designed an experiment in which participants listened to pre-recorded questions about images presented on a screen and were asked to answer these questions. We tested whether speakers already prepare their answers while they listen to questions and whether they can prepare for the time of articulation by anticipating when questions end. In the experiment, it was possible to guess the answer at the beginning of the questions in half of the experimental trials. We also manipulated whether it was possible to predict the length of the last word of the questions. The results suggest when listeners know the answer early they start speech production already during the questions. Speakers can also time when to speak by predicting the duration of turns. These temporal predictions can be based on the length of anticipated words and on the overall probability of turn durations.

Abstract

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed.

Abstract

Olfaction is often viewed as difficult, yet the empirical evidence suggests a different picture. A closer look shows people around the world differ in their ability to detect, discriminate, and name odors. This gives rise to the question of what influences our ability to smell. Instead of focusing on olfactory deficiencies, this review presents a positive perspective by focusing on factors that make someone a better smeller. We consider three driving forces in improving olfactory ability: one’s biological makeup, one’s experience, and the environment. For each factor, we consider aspects proposed to improve odor perception and critically examine the evidence; as well as introducing lesser discussed areas. In terms of biology, there are cases of neurodiversity, such as olfactory synesthesia, that serve to enhance olfactory ability. Our lifetime experience, be it typical development or unique training experience, can also modify the trajectory of olfaction. Finally, our odor environment, in terms of ambient odor or culinary traditions, can influence odor perception too. Rather than highlighting the weaknesses of olfaction, we emphasize routes to harnessing our olfactory potential.

Abstract

This study addresses the question of whether native Mandarin Chinese speakers process and comprehend subject-extracted relative clauses (SRC) more readily than objectextracted relative clauses (ORC) in Mandarin Chinese. Presently, this has been a hotly debated issue, with various studies producing contrasting results. Using two eye-tracking experiments with ambiguous and unambiguous RCs, this study shows that both ORCs and SRCs have different processing requirements depending on the locus and time course during reading. The results reveal that ORC reading was possibly facilitated by linear/ temporal integration and canonicity. On the other hand, similarity-based interference made ORCs more difficult, and expectation-based processing was more prominent for unambiguous ORCs. Overall, RC processing in Mandarin should not be broken down to a single ORC (dis) advantage, but understood as multiple interdependent factors influencing whether ORCs are either more difficult or easier to parse depending on the task and context at hand.

Abstract

Biological systems often detect species-specific signals in the environment. In humans, speech and language are species-specific signals of fundamental biological importance. To detect the linguistic signal, human brains must form hierarchical representations from a sequence of perceptual inputs distributed in time. What mechanism underlies this ability? One hypothesis is that the brain repurposed an available neurobiological mechanism when hierarchical linguistic representation became an efficient solution to a computational problem posed to the organism. Under such an account, a single mechanism must have the capacity to perform multiple, functionally related computations, e.g., detect the linguistic signal and perform other cognitive functions, while, ideally, oscillating like the human brain. We show that a computational model of analogy, built for an entirely different purpose—learning relational reasoning—processes sentences, represents their meaning, and, crucially, exhibits oscillatory activation patterns resembling cortical signals elicited by the same stimuli. Such redundancy in the cortical and machine signals is indicative of formal and mechanistic alignment between representational structure building and “cortical” oscillations. By inductive inference, this synergy suggests that the cortical signal reflects structure generation, just as the machine signal does. A single mechanism—using time to encode information across a layered network—generates the kind of (de)compositional representational hierarchy that is crucial for human language and offers a mechanistic linking hypothesis between linguistic representation and cortical computation

Abstract

While structural priming makes a valuable contribution to psycholinguistics, it does not allow direct observation of representation, nor escape “source ambiguity.” Structural priming taps into implicit memory representations and processes that may differ from what is used online. We question whether implicit memory for language can and should be equated with linguistic representation or with language processing.

Abstract

Comprehension of verb-phrase ellipsis (VPE) requires reevaluation of recently processed constituents, which often necessitates retrieval of information about the elided constituent from memory. A. E. Martin and B. McElree (2008) argued that representations formed during comprehension are content addressable and that VPE antecedents are retrieved from memory via a cue-dependent direct-access pointer rather than via a search process. This hypothesis was further tested by manipulating the location of interfering material—either before the onset of the antecedent (proactive interference; PI) or intervening between antecedent and ellipsis site (retroactive interference; RI). The speed–accuracy tradeoff procedure was used to measure the time course of VPE processing. The location of the interfering material affected VPE comprehension accuracy: RI conditions engendered lower accuracy than PI conditions. Crucially, location did not affect the speed of processing VPE, which is inconsistent with both forward and backward search mechanisms. The observed time-course profiles are consistent with the hypothesis that VPE antecedents are retrieved via a cue-dependent direct-access operation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Abstract

The mapping between the physical speech signal and our internal representations is rarely straightforward. When faced with uncertainty, higher-order information is used to parse the signal and because of this, the lexicon and some aspects of sentential context have been shown to modulate the identification of ambiguous phonetic segments. Here, using a phoneme identification task (i.e., participants judged whether they heard [o] or [a] at the end of an adjective in a noun–adjective sequence), we asked whether grammatical gender cues influence phonetic identification and if this influence is shaped by the phonetic properties of the agreeing elements. In three experiments, we show that phrase-level gender agreement in Spanish affects the identification of ambiguous adjective-final vowels. Moreover, this effect is strongest when the phonetic characteristics of the element triggering agreement and the phonetic form of the agreeing element are identical. Our data are consistent with models wherein listeners generate specific predictions based on the interplay of underlying morphosyntactic knowledge and surface phonetic cues.

Abstract

Speech rate is known to modulate perception of temporally ambiguous speech sounds. For instance, a vowel may be perceived as short when the immediate speech context is slow, but as long when the context is fast. Yet, effects of long-term tracking of speech rate are largely unexplored. Two experiments tested whether long-term tracking of rate influences perception of the temporal Dutch vowel contrast /ɑ/-/a:/. In Experiment 1, one low-rate group listened to 'neutral' rate speech from talker A and to slow speech from talker B. Another high-rate group was exposed to the same neutral speech from A, but to fast speech from B. Between-group comparison of the 'neutral' trials revealed that the low-rate group reported a higher proportion of /a:/ in A's 'neutral' speech, indicating that A sounded faster when B was slow. Experiment 2 tested whether one's own speech rate also contributes to effects of long-term tracking of rate. Here, talker B's speech was replaced by playback of participants' own fast or slow speech. No evidence was found that one's own voice affected perception of talker A in larger speech contexts. These results carry implications for our understanding of the mechanisms involved in rate-dependent speech perception and of dialogue.

Abstract

Understanding the lyrics of many contemporary songs is difficult, and an earlier study [Hidalgo-Barnes, M., Massaro, D.W., 2007. Read my lips: an animated face helps communicate musical lyrics. Psychomusicology 19, 3–12] showed a benefit for lyrics recognition when seeing a computer-animated talking head (Baldi) mouthing the lyrics along with hearing the singer. However, the contribution of visual information was relatively small compared to what is usually found for speech. In the current experiments, our goal was to determine why the face appears to contribute less when aligned with sung lyrics than when aligned with normal speech presented in noise. The first experiment compared the contribution of the talking head with the originally sung lyrics versus the case when it was aligned with the Festival text-to-speech synthesis (TtS) spoken at the original duration of the song’s lyrics. A small and similar influence of the face was found in both conditions. In the three experiments, we compared the presence of the face when the durations of the TtS were equated with the duration of the original musical lyrics to the case when the lyrics were read with typical TtS durations and this speech embedded in noise. The results indicated that the unusual temporally distorted durations of musical lyrics decreases the contribution of the visible speech from the face.

Abstract

Previous research found that iconicity—the motivated correspondence between word form and meaning—contributes to expressive vocabulary acquisition. We present two new experiments with two different databases and with novel analyses to give a detailed quantification of how iconicity contributes to vocabulary acquisition across development, including both receptive understanding and production. The results demonstrate that iconicity is more prevalent early in acquisition and diminishes with increasing age and with increasing vocabulary. In the first experiment, we found that the influence of iconicity on children’s production vocabulary decreased gradually with increasing age. These effects were independent of the observed influence of concreteness, difficulty of articulation, and parental input frequency. Importantly, we substantiated the independence of iconicity, concreteness, and systematicity—a statistical regularity between sounds and meanings. In the second experiment, we found that the average iconicity of both a child’s receptive vocabulary and expressive vocabulary diminished dramatically with increases in vocabulary size. These results indicate that iconic words tend to be learned early in the acquisition of both receptive vocabulary and expressive vocabulary. We recommend that iconicity be included as one of the many different influences on a child’s early vocabulary acquisition. Facing the logically insurmountable challenge to link the form of a novel word (e.g., “gavagai”) with its particular meaning (e.g., “rabbit”; Quine, 1960, 1990/1992), children manage to learn words with incredible ease. Interest in this process has permeated empirical and theoretical research in developmental psychology, psycholinguistics, and language studies more generally. Investigators have studied which words are learned and when they are learned (Fenson et al., 1994), biases in word learning (Markman, 1990, 1991); the perceptual, social, and linguistic properties of the words (Gentner, 1982; Waxman, 1999; Maguire et al., 2006; Vosoughi et al., 2010), the structure of the language being learned (Gentner and Boroditsky, 2001), and the influence of the child’s milieu on word learning (Hart and Risley, 1995; Roy et al., 2015). A growing number of studies also show that the iconicity of words might be a significant factor in word learning (Imai and Kita, 2014; Perniss and Vigliocco, 2014; Perry et al., 2015). Iconicity refers generally to a correspondence between the form of a signal (e.g., spoken word, sign, and written character) and its meaning. For example, the sign for tree is iconic in many signed languages: it resembles a branching tree waving above the ground in American Sign Language, outlines the shape of a tree in Danish Sign Language and forms a tree trunk in Chinese Sign Language. In contrast to signed languages, the words of spoken languages have traditionally been treated as arbitrary, with the assumption that the forms of most words bear no resemblance to their meaning (e.g., Hockett, 1960; Pinker and Bloom, 1990). However, there is now a large body of research showing that iconicity is prevalent in the lexicons of many spoken languages (Nuckolls, 1999; Dingemanse et al., 2015). Most languages have an inventory of iconic words for sounds—onomatopoeic words such as splash, slurp, and moo, which sound somewhat like the sound of the real-world event to which they refer. Rhodes (1994), for example, counts more than 100 of these words in English. Many languages also contain large inventories of ideophones—a distinctively iconic class of words that is used to express a variety of sensorimotor-rich meanings (Nuckolls, 1999; Voeltz and Kilian-Hatz, 2001; Dingemanse, 2012). For example, in Japanese, the word “koron”—with a voiceless [k] refers to a light object rolling once, the reduplicated “korokoro” to a light object rolling repeatedly, and “gorogoro”—with a voiced [g]—to a heavy object rolling repeatedly (Imai and Kita, 2014). And in Siwu, spoken in Ghana, ideophones include words like fwεfwε “springy, elastic” and saaa “cool sensation” (Dingemanse et al., 2015). Outside of onomatopoeia and ideophones, there is also evidence that adjectives and verbs—which also tend to convey sensorimotor imagery—are also relatively iconic (Nygaard et al., 2009; Perry et al., 2015). Another domain of iconic words involves some correspondence between the point of articulation of a word and its meaning. For example, there appears to be some prevalence across languages of nasal consonants in words for nose and bilabial consonants in words for lip (Urban, 2011). Spoken words can also have a correspondence between a word’s meaning and other aspects of its pronunciation. The word teeny, meaning small, is pronounced with a relatively small vocal tract, with high front vowels characterized by retracted lips and a high-frequency second formant (Ohala, 1994). Thus, teeny can be recognized as iconic of “small” (compared to the larger vocal tract configuration of the back, rounded vowel in huge), a pattern that is documented in the lexicons of a diversity of languages (Ultan, 1978; Blasi et al., 2016). Lewis and Frank (2016) have studied a more abstract form of iconicity that more meaningfully complex words tend to be longer. An evaluation of many diverse languages revealed that conceptually more complex meanings tend to have longer spoken forms. In their study, participants tended to assign a relatively long novel word to a conceptually more complex referent. Understanding that more complex meaning is usually represented by a longer word could aid a child’s parsing of a stream of spoken language and thus facilitate word learning. Some developmental psychologists have theorized that iconicity helps young children learn words by “bootstrapping” or “bridging” the association between a symbol and its referent (Imai and Kita, 2014; Perniss and Vigliocco, 2014). According to this idea, children begin to master word learning with the aid of iconic cues, which help to profile the connection between the form of a word and its meaning out in the world. The learning of verbs in particular may benefit from iconicity, as the referents of verbs are more abstract and challenging for young children to identify (Gentner, 1982; Snedeker and Gleitman, 2004). By helping children gain a firmer grasp of the concept of a symbol, iconicity might set the stage for the ensuing word-learning spurt of non-iconic words. The hypothesis that iconicity plays a role in word learning is supported by experimental studies showing that young children are better at learning words—especially verbs—when they are iconic (Imai et al., 2008; Kantartzis et al., 2011; Yoshida, 2012). In one study, for example, 3-year-old Japanese children were taught a set of novel verbs for actions. Some of the words the children learned were iconic (“sound-symbolic”), created on the basis of iconic patterns found in Japanese mimetics (e.g., the novel word nosunosu for a slow manner of walking; Imai et al., 2008). The results showed that children were better able to generalize action words across agents when the verb was iconic of the action compared to when it was not. A subsequent study also using novel verbs based on Japanese mimetics replicated the finding with 3-year-old English-speaking children (Kantartzis et al., 2011). However, it remains to be determined whether children trained in an iconic condition can generalize their learning to a non-iconic condition that would not otherwise be learned. Children as young as 14 months of age have been shown to benefit from iconicity in word learning (Imai et al., 2015). These children were better at learning novel words for spikey and rounded shapes when the words were iconic, corresponding to kiki and bouba sound symbolism (e.g., Köhler, 1947; Ramachandran and Hubbard, 2001). If iconic words are indeed easier to learn, there should be a preponderance of iconic words early in the learning of natural languages. There is evidence that this is the case in signed languages, which are widely recognized to contain a prevalence of iconic signs [Klima and Bellugi, 1979; e.g., as evident in Signing Savvy (2016)]. Although the role of iconicity in sign acquisition has been disputed [e.g., Orlansky and Bonvillian, 1984; see Thompson (2011) for discussion], the most thorough study to date found that signs of British Sign Language (BSL) that were learned earlier by children tended to be more iconic (Thompson et al., 2012). Thompson et al.’s measure of the age of acquisition of signs came from parental reports from a version of the MacArthur-Bates Communicative Development Inventory (MCDI; Fenson et al., 1994) adapted for BSL (Woolfe et al., 2010). The iconicity of signs was taken from norms based on BSL signers’ judgments using a scale of 1 (not at all iconic) to 7 [highly iconic; see Vinson et al. (2008), for norming details and BSL videos]. Thompson et al. (2012) found a positive correlation between iconicity judgments and words understood and produced. This relationship held up even after controlling for the contribution of imageability and familiarity. Surprisingly, however, there was a significantly stronger correlation for older children (21- to 30-month olds) than for younger children (age 11- to 20-month olds). Thompson et al. suggested that the larger role for iconicity for the older children may result from their increasing cognitive abilities or their greater experience in understanding meaningful form-meaning mappings. However, this suggestion does not fit with the expectation that iconicity should play a larger role earlier in language use. Thus, although supporting a role for iconicity in word learning, the larger influence for older children is inconsistent with the bootstrapping hypothesis, in which iconicity should play a larger role earlier in vocabulary learning (Imai and Kita, 2014; Perniss and Vigliocco, 2014). There is also evidence in spoken languages that earlier learned words tend to be more iconic. Perry et al. (2015) collected iconicity ratings on the roughly 600 English and Spanish words that are learned earliest by children, selected from their respective MCDIs. Native speakers on Amazon Mechanical Turk rated the iconicity of the words on a scale from −5 to 5, where 5 indicated that a word was highly iconic, −5 that it sounded like the opposite of its meaning, and 0 that it was completely arbitrary. Their instructions to raters are given in the Appendix because the same instructions were used for acquiring our iconicity ratings. The Perry et al. (2015) results showed that the likelihood of a word in children’s production vocabulary in both English and Spanish at 30 months was positively correlated with the iconicity ratings, even when several other possible contributing factors were partialed out, including log word frequency, concreteness, and word length. The pattern in Spanish held for two collections of iconicity ratings, one with the verbs of the 600-word set presented in infinitive form, and one with the verbs conjugated in the third person singular form. In English, the correlation between age of acquisition and iconicity held when the ratings were collected for words presented in written form only and in written form plus a spoken recording. It also held for ratings based on a more implicit measure of iconicity in which participants rated how accurately a space alien could guess the meaning of the word based on its sound alone. The pattern in English also held when Perry et al. (2015) factored out the systematicity of words [taken from Monaghan et al. (2014)]. Systematicity is measured as a correlation between form similarity and meaning similarity—that is, the degree to which words with similar meanings have similar forms. Monaghan et al. computed systematicity for a large number of English words and found a negative correlation with the age of acquisition of the word from 2 to 13+ years of age—more systematic words are learned earlier. Monaghan et al. (2014) and Christiansen and Chater (2016) observe that consistent sound-meaning patterns may facilitate early vocabulary acquisition, but the child would soon have to master arbitrary relationships necessitated by increases in vocabulary size. In theory, systematicity, sometimes called “relative iconicity,” is independent of iconicity. For example, the English cluster gl– occurs systematically in several words related to “vision” and “light,” such as glitter, glimmer, and glisten (Bergen, 2004), but the segments bear no obvious resemblance to this meaning. Monaghan et al. (2014) question whether spoken languages afford sufficient degrees of articulatory freedom for words to be iconic but not systematic. As evidence, they give the example of onomatopoeic words for the calls of small animals (e.g., peep and cheep) versus calls of big animals (roar and grrr), which would systematically reflect the size of the animal. Although Perry et al. (2015) found a positive effect of iconicity at 30 months, they did not evaluate its influence across the first years of a child’s life. To address this question, we conduct a more detailed examination of the time course of iconicity in word learning across the first 4 years of expressive vocabulary acquisition. In addition, we examine the role of iconicity in the acquisition of receptive vocabulary as well as productive vocabulary. There is some evidence that although receptive vocabulary and productive vocabulary are correlated with one another, a variable might not have equivalent influences on these two expressions of vocabulary. Massaro and Rowe (2015), for example, showed that difficulty of articulation had a strong effect on word production but not word comprehension. Thus, it is possible that the influence of iconicity on vocabulary development differs between production and comprehension. In particular, a larger influence on comprehension might follow from the emphasis of the bootstrapping hypothesis on iconicity serving to perceptually cue children to the connection between the sound of a word and its meaning

Abstract

The goal of the presented study was to investigate the use of coarticulatory vowel nasalization in lexical access by native speakers of American English. In particular, we compare the use of coart culatory place of articulation cues to that of coarticulatory vowel nasalization. Previous research on lexical access has shown that listeners use cues to the place of articulation of a postvocalic stop in the preceding vowel. However, vowel nasalization as cue to an upcoming nasal consonant has been argued to be a more complex phenomenon. In order to establish whether coarticulatory vowel nasalization aides in the process of lexical access in the same way as place of articulation cues do, we conducted two perception experiments: an off-line 2AFC discrimination task and an on-line eyetracking study using the visual world paradigm. The results of our study suggest that listeners are indeed able to use vowel nasalization in similar ways to place of articulation information, and that both types of cues aide in lexical access.

Abstract

We have previously shown higher-than-expected rates of schizophrenia in relatives of patients with amyotrophic lateral sclerosis (ALS), suggesting an aetiological relationship between the diseases. Here, we investigate the genetic relationship between ALS and schizophrenia using genome-wide association study data from over 100,000 unique individuals. Using linkage disequilibrium score regression, we estimate the genetic correlation between ALS and schizophrenia to be 14.3% (7.05–21.6; P=1 × 10−4) with schizophrenia polygenic risk scores explaining up to 0.12% of the variance in ALS (P=8.4 × 10−7). A modest increase in comorbidity of ALS and schizophrenia is expected given these findings (odds ratio 1.08–1.26) but this would require very large studies to observe epidemiologically. We identify five potential novel ALS-associated loci using conditional false discovery rate analysis. It is likely that shared neurobiological mechanisms between these two disorders will engender novel hypotheses in future preclinical and clinical studies.

Abstract

The strongest support for feedback in speech perception comes from evidence of apparent lexical influence on prelexical fricative-stop compensation for coarticulation. Lexical knowledge (e.g., that the ambiguous final fricative of Christma? should be [s]) apparently influences perception of following stops. We argue that all such previous demonstrations can be explained without invoking lexical feedback. In particular, we show that one demonstration [Magnuson, J. S., McMurray, B., Tanenhaus, M. K., & Aslin, R. N. (2003). Lexical effects on compensation for coarticulation: The ghost of Christmash past. Cognitive Science, 27, 285–298] involved experimentally-induced biases (from 16 practice trials) rather than feedback. We found that the direction of the compensation effect depended on whether practice stimuli were words or nonwords. When both were used, there was no lexically-mediated compensation. Across experiments, however, there were lexical effects on fricative identification. This dissociation (lexical involvement in the fricative decisions but not in the following stop decisions made on the same trials) challenges interactive models in which feedback should cause both effects. We conclude that the prelexical level is sensitive to experimentally-induced phoneme-sequence biases, but that there is no feedback during speech perception.

Abstract

BACKGROUND: Human and animal prion diseases are under genetic control, but apart from PRNP (the gene that encodes the prion protein), we understand little about human susceptibility to bovine spongiform encephalopathy (BSE) prions, the causal agent of variant Creutzfeldt-Jakob disease (vCJD).METHODS: We did a genome-wide association study of the risk of vCJD and tested for replication of our findings in samples from many categories of human prion disease (929 samples) and control samples from the UK and Papua New Guinea (4254 samples), including controls in the UK who were genotyped by the Wellcome Trust Case Control Consortium. We also did follow-up analyses of the genetic control of the clinical phenotype of prion disease and analysed candidate gene expression in a mouse cellular model of prion infection. FINDINGS: The PRNP locus was strongly associated with risk across several markers and all categories of prion disease (best single SNP [single nucleotide polymorphism] association in vCJD p=2.5 x 10(-17); best haplotypic association in vCJD p=1 x 10(-24)). Although the main contribution to disease risk was conferred by PRNP polymorphic codon 129, another nearby SNP conferred increased risk of vCJD. In addition to PRNP, one technically validated SNP association upstream of RARB (the gene that encodes retinoic acid receptor beta) had nominal genome-wide significance (p=1.9 x 10(-7)). A similar association was found in a small sample of patients with iatrogenic CJD (p=0.030) but not in patients with sporadic CJD (sCJD) or kuru. In cultured cells, retinoic acid regulates the expression of the prion protein. We found an association with acquired prion disease, including vCJD (p=5.6 x 10(-5)), kuru incubation time (p=0.017), and resistance to kuru (p=2.5 x 10(-4)), in a region upstream of STMN2 (the gene that encodes SCG10). The risk genotype was not associated with sCJD but conferred an earlier age of onset. Furthermore, expression of Stmn2 was reduced 30-fold post-infection in a mouse cellular model of prion disease. INTERPRETATION: The polymorphic codon 129 of PRNP was the main genetic risk factor for vCJD; however, additional candidate loci have been identified, which justifies functional analyses of these biological pathways in prion disease.

Abstract

Both local discourse and world knowledge are known to influence sentence processing. We investigated how these two sources of information conspire in language comprehension. Two types of critical sentences, correct and world knowledge anomalies, were preceded by either a neutral or a local context. The latter made the world knowledge anomalies more acceptable or plausible. We predicted that the effect of world knowledge anomalies would be weaker for the local context. World knowledge effects have previously been observed in the left inferior frontal region (Brodmann's area 45/47). In the current study, an effect of world knowledge was present in this region in the neutral context. We also observed an effect in the right inferior frontal gyrus, which was more sensitive to the discourse manipulation than the left inferior frontal gyrus. In addition, the left angular gyrus reacted strongly to the degree of discourse coherence between the context and critical sentence. Overall, both world knowledge and the discourse context affect the process of meaning unification, but do so by recruiting partly different sets of brain areas.

Abstract

Objective

Diffusion tensor imaging (DTI) studies in adolescent conduct disorder (CD) have demonstrated white matter alterations of tracts connecting functionally distinct fronto-limbic regions, but only in boys or mixed-gender samples. So far, no study has investigated white matter integrity in girls with CD on a whole-brain level. Therefore, our aim was to investigate white matter alterations in adolescent girls with CD.
Method

We collected high-resolution DTI data from 24 girls with CD and 20 typically developing control girls using a 3T magnetic resonance imaging system. Fractional anisotropy (FA) and mean diffusivity (MD) were analyzed for whole-brain as well as a priori−defined regions of interest, while controlling for age and intelligence, using a voxel-based analysis and an age-appropriate customized template.
Results

Whole-brain findings revealed white matter alterations (i.e., increased FA) in girls with CD bilaterally within the body of the corpus callosum, expanding toward the right cingulum and left corona radiata. The FA and MD results in a priori−defined regions of interest were more widespread and included changes in the cingulum, corona radiata, fornix, and uncinate fasciculus. These results were not driven by age, intelligence, or attention-deficit/hyperactivity disorder comorbidity.
Conclusion

This report provides the first evidence of white matter alterations in female adolescents with CD as indicated through white matter reductions in callosal tracts. This finding enhances current knowledge about the neuropathological basis of female CD. An increased understanding of gender-specific neuronal characteristics in CD may influence diagnosis, early detection, and successful intervention strategies.

Abstract

The dendritic cell receptor DC-SIGN mediates pathogen recognition by binding to glycans characteristic of pathogen surfaces, including those found on HIV. Clustering of carbohydrate-binding sites in the receptor tetramer is believed to be critical for targeting of pathogen glycans, but the arrangement of these sites remains poorly understood. Surface force measurements between apposed lipid bilayers displaying the extracellular domain of DC-SIGN and a neoglycolipid bearing an oligosaccharide ligand provide evidence that the receptor is in an extended conformation and that glycan docking is associated with a conformational change that repositions the carbohydrate-recognition domains during ligand binding. The results further show that the lateral mobility of membrane-bound ligands enhances the engagement of multiple carbohydrate-recognition domains in the receptor oligomer with appropriately spaced ligands. These studies highlight differences between pathogen targeting by DC-SIGN and receptors in which binding sites at fixed spacing bind to simple molecular patterns

Abstract

Subjects named pictures while hearing distractor words that shared word-initial or word-final segments with the picture names or were unrelated to the picture names. The relative timing of distractor and picture presentation was varied. Compared with unrelated distractors, both types of related distractors facilitated picture naming under certain timing conditions. Begin-related distractors facilitated the naming responses if the shared segments began 150 ms before, at, or 150 ms after picture onset. By contrast, end-related distractors only facilitated the responses if the shared segments began at or 150 ms after picture onset. The results suggest that the phonological encoding of the beginning of a word is initiated before the encoding of its end.

Abstract

Branigan & Pickering (B&P) propose that the structural priming paradigm is a Royal Road to linguistic representations of any kind, unobstructed by in fl uences of psychological processes. In my view, however, they are too optimistic about the versatility of the paradigm and, more importantly, its ability to provide direct evidence about the nature of stored linguistic representations.

Abstract

Eight experiments were carried out investigating whether different parts of a syllable must be phonologically encoded in a specific order or whether they can be encoded in any order. A speech production task was used in which the subjects in each test trial had to utter one out of three or five response words as quickly as possible. In the so-called homogeneous condition these words were related in form, while in the heterogeneous condition they were unrelated in form. For monosyllabic response words shorter reaction times were obtained in the homogeneous than in the heterogeneous condition when the words had the same onset, but not when they had the same rhyme. Similarly, for disyllabic response words, the reaction times were shorter in the homogeneous than in the heterogeneous condition when the words shared only the onset of the first syllable, but not when they shared only its rhyme. Furthermore, a stronger facilitatory effect was observed when the words had the entire first syllable in common than when they only shared the onset, or the onset and the nucleus, but not the coda of the first syllable. These results suggest that syllables are phonologically encoded in two ordered steps, the first of which is dedicated to the onset and the second to the rhyme.

Abstract

Understanding foreign speech is difficult, in part because of unusual mappings between sounds and words. It is known that listeners in their native language can use lexical knowledge (about how words ought to sound) to learn how to interpret unusual speech-sounds. We therefore investigated whether subtitles, which provide lexical information, support perceptual learning about foreign speech. Dutch participants, unfamiliar with Scottish and Australian regional accents of English, watched Scottish or Australian English videos with Dutch, English or no subtitles, and then repeated audio fragments of both accents. Repetition of novel fragments was worse after Dutch-subtitle exposure but better after English-subtitle exposure. Native-language subtitles appear to create lexical interference, but foreign-language subtitles assist speech learning by indicating which words (and hence sounds) are being spoken.

Abstract

Two experiments examined how Dutch listeners deal with the effects of connected-speech processes, specifically those arising from word-final /t/ reduction (e.g., whether Dutch [tas] is tas, bag, or a reduced-/t/ version of tast, touch). Eye movements of Dutch participants were tracked as they looked at arrays containing 4 printed words, each associated with a geometrical shape. Minimal pairs (e.g., tas/tast) were either both above (boven) or both next to (naast) different shapes. Spoken instructions (e.g., “Klik op het woordje tas boven de ster,” [Click on the word bag above the star]) thus became unambiguous only on their final words. Prior to disambiguation, listeners' fixations were drawn to /t/-final words more when boven than when naast followed the ambiguous sequences. This behavior reflects Dutch speech-production data: /t/ is reduced more before /b/ than before /n/. We thus argue that probabilistic knowledge about the effect of following context in speech production is used prelexically in perception to help resolve lexical ambiguities caused by continuous-speech processes.

Abstract

World knowledge influences how we perceive the world. This study shows that this influence is at least partly mediated by declarative memory. Dutch and German participants categorized hues from a yellow-to-orange continuum on stimuli that were prototypically orange or yellow and that were also associated with these color labels. Both groups gave more “yellow” responses if an ambiguous hue occurred on a prototypically yellow stimulus. The language groups were also tested on a stimulus (traffic light) that is associated with the label orange in Dutch and with the label yellow in German, even though the objective color is the same for both populations. Dutch observers categorized this stimulus as orange more often than German observers, in line with the assumption that declarative knowledge mediates the influence of world knowledge on color categorization.

Abstract

High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups–younger children (8–12 years), adolescents (12–18 years) and older (62–95 years) Dutch speakers–show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.

Abstract

It has been observed by several researchers that the Khoisan palate tends to lack a prominent alveolar ridge. A biomechanical model of click production was created to examine if these sounds might be subject to an anatomical bias associated with alveolar ridge size. Results suggest the bias is plausible, taking the form of decreased articulatory effort and improved volume change characteristics; however, further modeling and experimental research is required to solidify the claim.

Abstract

Purpose: Recent proposals suggest that (a) the high dimensionality of speech motor control may be reduced via modular neuromuscular organization that takes advantage of intrinsic biomechanical regions of stability and (b) computational modeling provides a means to study whether and how such modularization works. In this study, the focus is on the larynx, a structure that is fundamental to speech production because of its role in phonation and numerous articulatory functions. Method: A 3-dimensional model of the larynx was created using the ArtiSynth platform (http://www.artisynth.org). This model was used to simulate laryngeal articulatory states, including inspiration, glottal fricative, modal prephonation, plain glottal stop, vocal–ventricular stop, and aryepiglotto– epiglottal stop and fricative. Results: Speech-relevant laryngeal biomechanics is rich with “quantal” or highly stable regions within muscle activation space. Conclusions: Quantal laryngeal biomechanics complement a modular view of speech control and have implications for the articulatory–biomechanical grounding of numerous phonetic and phonological phenomena

Abstract

There is substantial variation in language experience, yet there is surprising similarity in the language structure acquired. Constraints on language structure may be external modulators that result in this canalization of language structure, or else they may derive from the broader, communicative environment in which language is acquired. In this paper, the latter perspective is tested for its adequacy in explaining robustness of language learning to environmental variation. A computational model of word learning from cross‐situational, multimodal information was constructed and tested. Key to the model's robustness was the presence of multiple, individually unreliable information sources to support learning. This “degeneracy” in the language system has a detrimental effect on learning, compared to a noise‐free environment, but has a critically important effect on acquisition of a canalized system that is resistant to environmental noise in communication.

Abstract

Historically, first language acquisition research was a painstaking process of observation, requiring the laborious hand coding of children's linguistic productions, followed by the generation of abstract theoretical proposals for how the developmental process unfolds. Recently, the ability to collect large-scale corpora of children's language exposure has revolutionized the field. New techniques enable more precise measurements of children's actual language input, and these corpora constrain computational and cognitive theories of language development, which can then generate predictions about learning behavior. We describe several instances where corpus, computational, and experimental work have been productively combined to uncover the first language acquisition process and the richness of multimodal properties of the environment, highlighting how these methods can be extended to address related issues in second language research. Finally, we outline some of the difficulties that can be encountered when applying multimethod approaches and show how these difficulties can be obviated

Abstract

Learning how words refer to aspects of the environment is a complex task, but one that is supported by numerous cues within the environment which constrain the possibilities for matching words to their intended referents. In this paper we tested the predictions of a computational model of multiple cue integration for word learning, that predicted variation in the presence of cues provides an optimal learning situation. In a cross-situational learning task with adult participants, we varied the reliability of presence of distributional, prosodic, and gestural cues. We found that the best learning occurred when cues were often present, but not always. The effect of variability increased the salience of individual cues for the learner, but resulted in robust learning that was not vulnerable to individual cues’ presence or absence. Thus, variability of multiple cues in the language-learning environment provided the optimal circumstances for word learning.

Abstract

Individuals show differences in the extent to which psycholinguistic variables predict their responses for lexical processing tasks. A key variable accounting for much variance in lexical processing is frequency, but the size of the frequency effect has been demonstrated to reduce as a consequence of the individual’s vocabulary size. Using a connectionist computational implementation of the triangle model on a large set of English words, where orthographic, phonological, and semantic representations interact during processing, we show that the model demonstrates a reduced frequency effect as a consequence of amount of exposure to the language, a variable that was also a cause of greater vocabulary size in the model. The model was also trained to learn a second language, Dutch, and replicated behavioural observations that increased proficiency in a second language resulted in reduced frequency effects for that language but increased frequency effects in the first language. The model provides a first step to demonstrating causal relations between psycholinguistic variables in a model of individual differences in lexical processing, and the effect of bilingualism on interacting variables within the language processing system

Abstract

How does the human visual system accommodate expertise for two simultaneously acquired
symbolic systems? We used fMRI to compare activations induced in the visual
cortex by musical notation, written words and other classes of objects, in professional
musicians and in musically naı¨ve controls. First, irrespective of expertise, selective activations
for music were posterior and lateral to activations for words in the left occipitotemporal
cortex. This indicates that symbols characterized by different visual features
engage distinct cortical areas. Second, musical expertise increased the volume of activations
for music and led to an anterolateral displacement of word-related activations. In
musicians, there was also a dramatic increase of the brain-scale networks connected to the
music-selective visual areas. Those findings reveal that acquiring a double visual expertise
involves an expansion of category-selective areas, the development of novel long-distance
functional connectivity, and possibly some competition between categories for the colonization
of cortical space

Abstract

Does the way we talk about events correspond to how we conceptualize them? Three experiments (N = 135) examined how Spanish and Swedish native speakers judge event similarity in the domain of caused motion (‘He rolled the tyre into the barn’). Spanish and Swedish motion descriptions regularly encode path (‘into’), but differ in how systematically they include manner information (‘roll’). We designed a similarity arrangement task which allowed participants to give varying weights to different dimensions when gauging event similarity. The three experiments progressively reduced the likelihood that speakers were using language to solve the task. We found that, as long as the use of language was possible (Experiments 1 and 2), Swedish speakers were more likely than Spanish speakers to base their similarity arrangements on object manner (rolling/sliding). However, when recruitment of language was hindered through verbal interference, cross-linguistic differences disappeared (Experiment 3). A compound analysis of all experiments further showed that (i) cross-linguistic differences were played out against a backdrop of commonly represented event components, and (ii) describing vs. not describing the events did not augment cross-linguistic differences, but instead had similar effects across languages. We interpret these findings as suggesting a dynamic role of language in event conceptualization.

Abstract

Is motion cognition influenced by the large-scale typological patterns proposed in Talmy’s (2000) two-way distinction between verb-framed (V) and satellite-framed (S) languages? Previous studies investigating this question have been limited to comparing two or three languages at a time and have come to conflicting results. We present the largest cross-linguistic study on this question to date, drawing on data from nineteen genealogically diverse languages, all investigated in the same behavioral paradigm and using the same stimuli. After controlling for the different dependencies in the data by means of multilevel regression models, we find no evidence that S- vs. V-framing affects nonverbal categorization of motion events. At the same time, statistical simulations suggest that our study and previous work within the same behavioral paradigm suffer from insufficient statistical power. We discuss these findings in the light of the great variability between participants, which suggests flexibility in motion representation. Furthermore, we discuss the importance of accounting for language variability, something which can only be achieved with large cross-linguistic samples.

Abstract

The aim of this study was to investigate whether stereoscopy can play a meaningful role in dental education. The study used an anaglyph technique in which two images were presented separately to the left and right eyes (using red/cyan filters), which, combined in the brain, give enhanced depth perception. A positional judgment task was performed to assess whether the use of stereoscopy would enhance depth perception among dental students at Osaka University in Japan. Subsequently, the optimum angle was evaluated to obtain maximum ability to discriminate among complex anatomical structures. Finally, students completed a questionnaire on a range of matters concerning their experience with stereoscopic images including their views on using stereoscopy in their future careers. The results showed that the students who used stereoscopy were better able than students who did not to appreciate spatial relationships between structures when judging relative positions. The maximum ability to discriminate among complex anatomical structures was between 2 and 6 degrees. The students' overall experience with the technique was positive, and although most did not have a clear vision for stereoscopy in their own practice, they did recognize its merits for education. These results suggest that using stereoscopic images in dental education can be quite valuable as stereoscopy greatly helped these students' understanding of the spatial relationships in complex anatomical structures.

Abstract

Corpus linguistics and language documentation are usually considered separate subdisciplines within linguistics, having developed from different traditions and often operating on different scales, but the authors will suggest that there are commonalities to the two: both aim to represent language use in a community, and both are concerned with managing digital data. The authors propose that the development of the Australian National Corpus (AusNC) be guided by the experience of language documentation in the management of multimodal digital data and its annotation, and in ethical issues pertaining to making the data accessible. This would allow an AusNC that is distributed, multimodal, and multilingual, with holdings of text, audio, and video data distributed across multiple institutions; and including Indigenous, sign, and migrant community languages. An audit of language material held by Australian institutions and individuals is necessary to gauge the diversity and volume of possible content, and to inform common technical standards.

Abstract

We report a genome-wide assessment of single nucleotide polymorphisms (SNPs) and copy number variants (CNVs) in schizophrenia. We investigated SNPs using 871 patients and 863 controls, following up the top hits in four independent cohorts comprising 1,460 patients and 12,995 controls, all of European origin. We found no genome-wide significant associations, nor could we provide support for any previously reported candidate gene or genome-wide associations. We went on to examine CNVs using a subset of 1,013 cases and 1,084 controls of European ancestry, and a further set of 60 cases and 64 controls of African ancestry. We found that eight cases and zero controls carried deletions greater than 2 Mb, of which two, at 8p22 and 16p13.11-p12.4, are newly reported here. A further evaluation of 1,378 controls identified no deletions greater than 2 Mb, suggesting a high prior probability of disease involvement when such deletions are observed in cases. We also provide further evidence for some smaller, previously reported, schizophrenia-associated CNVs, such as those in NRXN1 and APBA2. We could not provide strong support for the hypothesis that schizophrenia patients have a significantly greater “load” of large (>100 kb), rare CNVs, nor could we find common CNVs that associate with schizophrenia. Finally, we did not provide support for the suggestion that schizophrenia-associated CNVs may preferentially disrupt genes in neurodevelopmental pathways. Collectively, these analyses provide the first integrated study of SNPs and CNVs in schizophrenia and support the emerging view that rare deleterious variants may be more important in schizophrenia predisposition than common polymorphisms. While our analyses do not suggest that implicated CNVs impinge on particular key pathways, we do support the contribution of specific genomic regions in schizophrenia, presumably due to recurrent mutation. On balance, these data suggest that very few schizophrenia patients share identical genomic causation, potentially complicating efforts to personalize treatment regimens.

Abstract

A commentary on
FOXP2 drives neuronal differentiation by interacting with retinoic acid signaling pathways

by Devanna, P., Middelbeek, J., and Vernes, S. C. (2014). Front. Cell. Neurosci. 8:305. doi: 10.3389/fncel.2014.00305

Abstract

Specific language impairment (SLI) is a common developmental disorder haracterized by difficulties in language acquisition despite otherwise normal development and in the absence of any obvious explanatory factors. We performed a high-density screen of SLI1, a region of chromosome 16q that shows highly significant and consistent linkage to nonword repetition, a measure of phonological short-term memory that is commonly impaired in SLI. Using two independent language-impaired samples, one family-based (211 families) and another selected from a population cohort on the basis of extreme language measures (490 cases), we detected association to two genes in the SLI1 region: that encoding c-maf-inducing protein (CMIP, minP = 5.5 × 10−7 at rs6564903) and that encoding calcium-transporting ATPase, type2C, member2 (ATP2C2, minP = 2.0 × 10−5 at rs11860694). Regression modeling indicated that each of these loci exerts an independent effect upon nonword repetition ability. Despite the consistent findings in language-impaired samples, investigation in a large unselected cohort (n = 3612) did not detect association. We therefore propose that variants in CMIP and ATP2C2 act to modulate phonological short-term memory primarily in the context of language impairment. As such, this investigation supports the hypothesis that some causes of language impairment are distinct from factors that influence normal language variation. This work therefore implicates CMIP and ATP2C2 in the etiology of SLI and provides molecular evidence for the importance of phonological short-term memory in language acquisition.

Abstract

The ability to design tailored messages for specific listeners is an important aspect of
human communication. The present study investigates whether a mere belief about an
addressee’s identity influences the generation and production of a communicative message in
a novel, non-verbal communication task. Participants were made to believe they were playing a game with a child or an adult partner, while a confederate acted as both child
and adult partners with matched performance and response times. The participants’ belief
influenced their behavior, spending longer when interacting with the presumed child
addressee, but only during communicative portions of the game, i.e. using time as a tool
to place emphasis on target information. This communicative adaptation attenuated with
experience, and it was related to personality traits, namely Empathy and Need for Cognition
measures. Overall, these findings indicate that novel nonverbal communicative interactions
are selected according to a socio-centric perspective, and they are strongly
influenced by participants’ traits.

Abstract

Motor cortex activation observed during body-related verb processing hints at simulation accompanying linguistic understanding. By exploiting the up- and down-regulation that anodal and cathodal transcranial direct current stimulation (tDCS) exert on motor cortical excitability, we aimed at further characterizing the functional contribution of the motor system to linguistic processing. In a double-blind sham-controlled within-subjects design, online stimulation was applied to the left hemispheric hand-related motor cortex of 20 healthy subjects. A dual, double-dissociation task required participants to semantically discriminate concrete (hand/foot) from abstract verb primes as well as to respond with the hand or with the foot to verb-unrelated geometric targets. Analyses were conducted with linear mixed models. Semantic priming was confirmed by faster and more accurate reactions when the response effector was congruent with the verb’s body part. Cathodal stimulation induced faster responses for hand verb primes thus indicating a somatotopical distribution of cortical activation as induced by body-related verbs. Importantly, this effect depended on performance in semantic discrimination. The current results point to verb processing being selectively modifiable by neuromodulation and at the same time to a dependence of tDCS effects on enhanced simulation. We discuss putative mechanisms operating in this reciprocal dependence of neuromodulation and motor resonance.

Abstract

The present study discusses psycholinguistic evidence for a difference between paradigmatic and extraparadigmatic morphology by investigating the processing of Finnish inflected and cliticized words. The data are derived from three sources of Finnish: from single-word reading performance in an agrammatic deep dyslectic speaker, as well as from visual lexical decision and wordness/learnability ratings of cliticized vs. inflected items by normal Finnish speakers. The agrammatic speaker showed awareness of the suffixes in multimorphemic words, including clitics, since he attempted to fill in this slot with morphological material. However, he never produced a clitic — either as the correct response or as an error — in any morphological configuration (simplex, derived, inflected, compound). Moreover, he produced more nominative singular errors for case-inflected nouns than he did for the cliticized words, a pattern that is expected if case-inflected forms were closely associated with their lexical heads, i.e., if they were paradigmatic and cliticized words were not. Furthermore, a visual lexical decision task with normal speakers of Finnish, showed an additional processing cost (longer latencies and more errors on cliticized than on case-inflected noun forms). Finally, a rating task indicated no difference in relative wordness between these two types of words. However, the same cliticized words were judged harder to learn as L2 items than the inflected words, most probably due to their conceptual/semantic properties, in other words due to their lack of word-level translation equivalents in SAVE languages. Taken together, the present results suggest that the distinction between paradigmatic and extraparadigmatic morphology is psychologically real.

Abstract

The ability to use words to refer to the world is vital to the communicative power of human language. In particular, the anaphoric use of words to refer to previously mentioned concepts (antecedents) allows dialogue to be coherent and meaningful. Psycholinguistic theory posits that anaphor comprehension involves reactivating a memory representation of the antecedent. Whereas this implies the involvement of recognition memory, or the mnemonic sub-routines by which people distinguish old from new, the neural processes for reference resolution are largely unknown. Here, we report time-frequency analysis of four EEG experiments to reveal the increased coupling of functional neural systems associated with referentially coherent expressions compared to referentially problematic expressions. Despite varying in modality, language, and type of referential expression, all experiments showed larger gamma-band power for referentially coherent expressions compared to referentially problematic expressions. Beamformer analysis in high-density Experiment 4 localised the gamma-band increase to posterior parietal cortex around 400-600 ms after anaphor-onset and to frontaltemporal cortex around 500-1000 ms. We argue that the observed gamma-band power increases reflect successful referential binding and resolution, which links incoming information to antecedents through an interaction between the brain’s recognition memory networks and frontal-temporal language network. We integrate these findings with previous results from patient and neuroimaging studies, and we outline a nascent cortico-hippocampal theory of reference.

Abstract

Background: Several nonpsychotic psychiatric disorders in childhood and adolescence can precede the onset of schizophrenia, but the etiology of this relationship remains unclear. We investigated to what extent the association between schizophrenia and psychiatric disorders in childhood is explained by correlated genetic risk factors. Methods: Polygenic risk scores (PRS), reflecting an individual’s genetic risk for schizophrenia, were constructed for 2588 children from the Netherlands Twin Register (NTR) and 6127 from the Avon Longitudinal Study of Parents And Children (ALSPAC). The associations between schizophrenia PRS and measures of anxiety, depression, attention deficit hyperactivity disorder (ADHD), and oppositional defiant disorder/conduct disorder (ODD/CD) were estimated at age 7, 10, 12/13, and 15 years in the 2 cohorts. Results were then meta-analyzed, and a meta-regression analysis was performed to test differences in effects sizes over, age and disorders. Results: Schizophrenia PRS were associated with childhood and adolescent psychopathology. Meta-regression analysis showed differences in the associations over disorders, with the strongest association with childhood and adolescent depression and a weaker association for ODD/CD at age 7. The associations increased with age and this increase was steepest for ADHD and ODD/CD. Genetic correlations varied between 0.10 and 0.25. Conclusion: By optimally using longitudinal data across diagnoses in a multivariate meta-analysis this study sheds light on the development of childhood disorders into severe adult psychiatric disorders. The results are consistent with a common genetic etiology of schizophrenia and developmental psychopathology as well as with a stronger shared genetic etiology between schizophrenia and adolescent onset psychopathology.

Abstract

This study sought to identify trajectories of DSM-IV based internalizing (INT) and externalizing (EXT) problem scores across childhood and adolescence and to provide insight into the comorbidity by modeling the co-occurrence of INT and EXT trajectories. INT and EXT were measured repeatedly between age 7 and age 15 years in over 7,000 children and analyzed using growth mixture models. Five trajectories were identified for both INT and EXT, including very low, low, decreasing, and increasing trajectories. In addition, an adolescent onset trajectory was identified for INT and a stable high trajectory was identified for EXT. Multinomial regression showed that similar EXT and INT trajectories were associated. However, the adolescent onset INT trajectory was independent of high EXT trajectories, and persisting EXT was mainly associated with decreasing INT. Sex and early life environmental risk factors predicted EXT and, to a lesser extent, INT trajectories. The association between trajectories indicates the need to consider comorbidity when a child presents with INT or EXT disorders, particularly when symptoms start early. This is less necessary when INT symptoms start at adolescence. Future studies should investigate the etiology of co-occurring INT and EXT and the specific treatment needs of these severely affected children.

Abstract

Human communication has been described as involving the coding-decoding of a conventional symbol system, which could be supported by parts of the human motor system (i.e. the “mirror neurons system”). However, this view does not explain how these conventions could develop in the first place. Here we target the neglected but crucial issue of how people organize their non-verbal behavior to communicate a given intention without pre-established conventions. We have measured behavioral and brain responses in pairs of subjects during communicative exchanges occurring in a real, interactive, on-line social context. In two fMRI studies, we found robust evidence that planning new communicative actions (by a sender) and recognizing the communicative intention of the same actions (by a receiver) relied on spatially overlapping portions of their brains (the right posterior superior temporal sulcus). The response of this region was lateralized to the right hemisphere, modulated by the ambiguity in meaning of the communicative acts, but not by their sensorimotor complexity. These results indicate that the sender of a communicative signal uses his own intention recognition system to make a prediction of the intention recognition performed by the receiver. This finding supports the notion that our communicative abilities are distinct from both sensorimotor processes and language abilities.

Abstract

Speech perception requires the decoding of complex acoustic patterns. According to most cognitive models of spoken word recognition, this complexity is dealt with before lexical access via a process of abstraction from the acoustic signal to pre-lexical categories. It is currently unclear how these categories are implemented in the auditory cortex. Recent advances in animal neurophysiology and human functional imaging have made it possible to investigate the processing of speech in terms of probabilistic cortical maps rather than simple cognitive subtraction, which will enable us to relate neurometric data more directly to behavioural studies. We suggest that integration of insights from cognitive science, neurophysiology and functional imaging is necessary for furthering our understanding of pre-lexical abstraction in the cortex.

Abstract

Lateralization is a fundamental principle of nervous system organization but its molecular determinants are mostly unknown. In humans, asymmetric gene expression in the fetal cortex has been suggested as the molecular basis of handedness. However, human fetuses already show considerable asymmetries in arm movements before the motor cortex is functionally linked to the spinal cord, making it more likely that spinal gene expression asymmetries form the molecular basis of handedness. We analyzed genome-wide mRNA expression and DNA methylation in cervical and anterior thoracal spinal cord segments of five human fetuses and show development-dependent gene expression asymmetries. These gene expression asymmetries were epigenetically regulated by miRNA expression asymmetries in the TGF-β signaling pathway and lateralized methylation of CpG islands. Our findings suggest that molecular mechanisms for epigenetic regulation within the spinal cord constitute the starting point for handedness, implying a fundamental shift in our understanding of the ontogenesis of hemispheric asymmetries in humans

Abstract

The acoustic realisation of a speech sound varies, often showing allophonic variation triggered by surrounding sounds. Listeners recognise words and sounds well despite such variation, and even make use of allophonic variability in processing. This study reports five experiments on processing of the reduced/unreduced allophonic alternation of Japanese high vowels. The results show that listeners use phonological knowledge of their native language during phoneme processing and word recognition. However, interactions of the phonological and acoustic effects differ in these two processes. A facilitatory phonological effect and an inhibitory acoustic effect cancel one another out in phoneme processing; while in word recognition, the facilitatory phonological effect overrides the inhibitory acoustic effect. Four potential models of the processing of allophonic variation are discussed. The results can be accommodated in two of them, but require additional assumptions or modifications to the models, and primarily support lexical specification of allophonic variability.

Abstract

Do all components of a sign contribute equally to its recognition? In the present study, misperceptions in the sign-spotting task (based on the word-spotting task; Cutler & Norris, 1988) were analyzed to address this question. Three groups of deaf signers of British Sign Language (BSL) with different ages of acquisition (AoA) saw BSL signs combined with nonsense signs, along with combinations of two nonsense signs. They were asked to spot real signs and report what they had spotted. We will present an analysis of false alarms to the nonsense-sign combinations—that is, misperceptions of nonsense signs as real signs (cf. van Ooijen, 1996). Participants modified the movement and handshape parameters more than the location parameter. Within this pattern, however, there were differences as a function of AoA. These results show that the theoretical distinctions between form-based parameters in sign-language models have consequences for online processing. Vowels and consonants have different roles in speech recognition; similarly, it appears that movement, handshape, and location parameters contribute differentially to sign recognition.

Abstract

The study of iconicity, defined as the direct relationship between a linguistic form and its referent, has gained momentum in recent years across a wide range of disciplines. In the spoken modality, there is abundant evidence showing that iconicity is a key factor that facilitates language acquisition. However, when we look at sign languages, which excel in the prevalence of iconic structures, there is a more mixed picture, with some studies showing a positive effect and others showing a null or negative effect. In an attempt to reconcile the existing evidence the present review presents a critical overview of the literature on the acquisition of a sign language as first (L1) and second (L2) language and points at some factor that may be the source of disagreement. Regarding sign L1 acquisition, the contradicting findings may relate to iconicity being defined in a very broad sense when a more fine-grained operationalisation might reveal an effect in sign learning. Regarding sign L2 acquisition, evidence shows that there is a clear dissociation in the effect of iconicity in that it facilitates conceptual-semantic aspects of sign learning but hinders the acquisition of the exact phonological form of signs. It will be argued that when we consider the gradient nature of iconicity and that signs consist of a phonological form attached to a meaning we can discern how iconicity impacts sign learning in positive and negative ways

Abstract

Sign languages stand out in that there is high prevalence of
conventionalised linguistic forms that map directly to their
referent (i.e., iconic). Hearing adults show low performance
when asked to guess the meaning of iconic signs suggesting
that their iconic features are largely inaccessible to them.
However, it has not been investigated whether speakers’
gestures, which also share the property of iconicity, may
assist non-signers in guessing the meaning of signs. Results
from a pantomime generation task (Study 1) show that
speakers’ gestures exhibit a high degree of systematicity, and
share different degrees of form overlap with signs (full,
partial, and no overlap). Study 2 shows that signs with full
and partial overlap are more accurately guessed and are
assigned higher iconicity ratings than signs with no overlap.
Deaf and hearing adults converge in their iconic depictions
for some concepts due to the shared conceptual knowledge
and manual-visual modality.

Abstract

Recent research on signed as well as spoken language shows that the iconic features of the target language might play a role in language development. Here, we ask further whether different types of iconic depictions modulate children’s preferences for certain types of sign-referent links during vocabulary development in sign language. Results from a picture description task indicate that lexical signs with 2 possible variants are used in different proportions by deaf signers from different age groups. While preschool and school-age children favored variants representing actions associated with their referent (e.g., a writing hand for the sign PEN), adults preferred variants representing the perceptual features of those objects (e.g., upward index finger representing a thin, elongated object for the sign PEN). Deaf parents interacting with their children, however, used action- and perceptual-based variants in equal proportion and favored action variants more than adults signing to other adults. We propose that when children are confronted with 2 variants for the same concept, they initially prefer action-based variants because they give them the opportunity to link a linguistic label to familiar schemas linked to their action/motor experiences. Our results echo findings showing a bias for action-based depictions in the development of iconic co-speech gestures suggesting a modality bias for such representations during development.

Abstract

The notion that processing spoken (object) words involves activation of category-specific representations in visual cortex is a key prediction of modality-specific theories of representation that contrasts with theories assuming dedicated conceptual representational systems abstracted away from sensorimotor systems. In the present study, we investigated whether participants can detect otherwise invisible pictures of objects when they are presented with the corresponding spoken word shortly before the picture appears. Our results showed facilitated detection for congruent ("bottle" -> picture of a bottle) vs. incongruent ("bottle" -> picture of a banana) trials. A second experiment investigated the time-course of the effect by manipulating the timing of picture presentation relative to word onset and revealed that it arises as soon as 200-400ms after word onset and decays at 600ms after word onset. Together, these data strongly suggest that spoken words can rapidly activate low-level category-specific visual representations that affect the mere detection of a stimulus, i.e. what we see. More generally our findings fit best with the notion that spoken words activate modality-specific visual representations that are low-level enough to provide information related to a given token and at the same time abstract enough to be relevant not only for previously seen tokens but also for generalizing to novel exemplars one has never seen before.

Abstract

It is well established that the comprehension of spoken words referring to object concepts relies on high-level visual areas in the ventral stream that build increasingly abstract representations. It is much less clear whether basic low-level visual representations are also involved. Here we asked in what task situations low-level visual representations contribute functionally to concrete word comprehension using an interference paradigm. We interfered with basic visual processing while participants performed a concreteness task (Experiment 1), a lexical decision task (Experiment 2), and a word class judgment task (Experiment 3). We found that visual noise interfered more with concrete vs. abstract word processing, but only when the task required visual information to be accessed. This suggests that basic visual processes can be causally involved in language comprehension, but that their recruitment is not automatic and rather depends on the type of information that is required in a given task situation.

Abstract

Previous research has shown that processing words with an up/down association (e.g., bird, foot) can influence the subsequent identification of visual targets in congruent location (at the top/bottom of the screen). However, as facilitation and interference were found under similar conditions, the nature of the underlying mechanisms remained unclear. We propose that word comprehension relies on the perceptual simulation of a prototypical event involving the entity denoted by a word in order to provide a general account of the different findings. In three experiments, participants had to discriminate between two target pictures appearing at the top or the bottom of the screen by pressing the left vs. right button. Immediately before the targets appeared, they saw an up/down word belonging to the target’s event, an up/down word unrelated to the target, or a spatially neutral control word. Prime words belonging to target event facilitated identification of targets at 250ms SOA (experiment 1), but only when presented in the vertical location where they are typically seen, indicating that targets were integrated in the simulations activated by the prime words. Moreover, at the same SOA, there was a robust facilitation effect for targets appearing in their typical location regardless of the prime type. However, when words were presented for 100ms (experiment 2) or 800ms (experiment 3), only a location non-specific priming effect was found, suggesting that the visual system was not activated. Implications for theories of semantic processing are discussed.