Presentations

Abstract

A central claim of embodied theories of cognition is that sensory representations are
routinely activated and influence language processing even in the absence of relevant
sensory input (cf. Pulvermüller, 2005; Wassenburg & Zwaan, 2010). We tested the influence
of color representations during language processing in three visual world eye tracking
experiments. The method is particularly well suited to investigate this issue because the
availability of relevant visual input can be manipulated.
We made use of the phenomena that when participants hear a word that refers to a
visual object or printed word they quickly direct their eye gaze to objects or printed words
which are similar (e.g. semantically or visually) to the heard word. We used a look and listen
task which previously has been shown to be sensitive to such relationships between spoken
words and visual items. In Experiment 1, on experimental trials, participants listened to
sentences containing a critical target word associated with a prototypical color (e.g.
'...spinach...') as they inspected a visual display with four words printed in black font. One of
the four printed words was associated with the same prototypical color (e.g. green) as the
spoken target word (e.g. FROG). On experimental trials, the spoken target word did not have
a printed word counterpart (SPINACH was not present in the display). In filler trials (70% of
trials) the target was present in the display and attracted significantly more overt attention
than the unrelated distractors. In experimental trials color competitors were not looked at
more than the distractors. In Experiment 2 the printed words were replaced with line
drawings of the objects. In order to direct the attentional focus of our participants toward
color features we used a within-participants counter-balanced design and alternated color
and greyscale trials randomly throughout the experiment. Therefore, on one trial our
participants heard a word such as 'spinach' and saw a frog (colored in green) in the visual
display. On the next trial however they saw a banana (in greyscale) on hearing 'canary'
(bananas and canaries are typically yellow), etc. The presence (or absence) of color was
thus a salient property of the experiment. Participants looked more at color competitors than
unrelated distractors on hearing the target word in the color trials but not in the greyscale
trials, i.e. on hearing 'spinach' they looked at the green frog but not the greyscale frog.
Experiment 3 was identical to Experiment 2, except that the visual display was removed at
the sentence onset, after a longer preview. This experiment examined whether the continued
presence of color in the immediate visual environment was necessary for the observation of
color-mediated eye movements. Eye movements directed towards the now blank screen
were recorded as the sentence unfolded (cf. Spivey & Geng, 2001). In the filler trials,
participants looked significantly more at the locations where the targets, rather than the
distractors, had been previously presented as the target words acoustically unfolded. In the
experimental trials, the locations where the color competitors had previously been presented
did not attract increased attention (neither in color nor greyscale trials).
These data demonstrate that language-mediated eye movements are only influenced
by color relations between spoken words and visually displayed items if color is present in the immediate visual environment. We conclude that color representations are unlikely to be
routinely activated in language processing. Our findings provide strong constraints for
embodied theories of cognition which assume that sensory representations influence language processing even in the absence of relevant sensory input. These results fit best with the notion that the main role of sensory representations in language processing is a different one, namely to contextualize language in the immediate environment, connecting language to the here and now.

Abstract

The notion that predicting upcoming linguistic information in language comprehension makes use of the production system has recently received much attention (e.g., Chang et al., 2006; Dell & Chang, 2014; Federmeier, 2007; Pickering & Garrod, 2007, 2013; Van Berkum et al., 2005). So far there has been little experimental evidence for a relation between prediction and production. I will discuss the results of several recent eye-tracking experiments with toddlers (Mani & Huettig, 2012) and adults (Rommers et al. submitted, Hintz et al., in prep.) which provide some support for the view that production abilities are linked to language-mediated anticipatory eye movements. These data however also indicate that production-based prediction is situation-dependent and only one of many mechanisms supporting prediction. Taken together, these results suggest that multiple-mechanism accounts are required to provide a complete picture of anticipatory language processing.

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Abstract

Recent empirical evidence suggests that language-mediated eye gaze around the visual world varies across individuals and is partly determined by their level of formal literacy training. Huettig, Singh & Mishra (2011) showed that unlike high-literate individuals, whose eye gaze was closely time locked to phonological overlap between a spoken target word and items presented in a visual display, low-literate individuals eye gaze was not tightly locked to phonological overlap in the speech signal but instead strongly influenced by semantic relationships between items. Our present study tests the hypothesis that this behaviour is an emergent property of an increased ability to extract phonological structure from the speech signal, as in the case of high-literates, with low-literates more reliant on syllabic structure. This hypothesis was tested using an emergent connectionist model, based on the Hub-and-spoke models of semantic processing (Dilkina et al, 2008), that integrates linguistic information extracted from the speech signal with visual and semantic information within a central resource. We demonstrate that contrasts in fixation behaviour similar to those observed between high and low literates emerge when the model is trained on either a speech signal segmented by phoneme (i.e. high-literates) or by syllable (i.e. low-literates).

Abstract

A wealth of research has demonstrated that prediction is a core feature of human information processing. Much less is known, however, about the nature and the extent of predictive processing abilities. Here we investigated whether high levels of language expertise attained through formal literacy are related to anticipatory language-mediated visual orienting. Indian low and high literates listened to simple spoken sentences containing a target word (e.g., "door") while at the same time looking at a visual display of four objects (a target, i.e. the door, and three distractors). The spoken sentences were constructed to encourage anticipatory eye movements to visual target objects. High literates started to shift their eye gaze to the target object well before target word onset. In the low literacy group this shift of eye gaze occurred more than a second later, well after the onset of the target. Our findings suggest that formal literacy is crucial for the fine-tuning of language-mediated anticipatory mechanisms, abilities which proficient language users can then exploit for other cognitive activities such as language-mediated visual orienting.

Abstract

Eye movements made by listeners during language-mediated visual search reveal a strong link between visual processing and conceptual processing. For example, upon hearing the word for a missing referent with a characteristic colour (e.g., “strawberry”), listeners tend to fixate a colour-matched distractor (e.g., a red plane) more than a colour-mismatched distractor (e.g., a yellow plane). We ask whether these shifts in visual attention are mediated by the retrieval of lexically stored colour labels. Do children who do not yet possess verbal labels for the colour attribute that spoken and viewed objects have in common exhibit language-mediated eye movements like those made by older children and adults? That is, do toddlers look at a red plane when hearing “strawberry”? We observed that 24-month-olds lacking colour-term knowledge nonetheless recognised the perceptual-conceptual commonality between named and seen objects. This indicates that language-mediated visual search need not depend on stored labels for concepts.

Abstract

If a Mandarin speaker had walked past two rivers and wished to describe how many he had seen, he would have to say “two tiao river”, where tiao designates long, rope-like objects such as rivers, snakes and legs. Tiao is one of several hundred classifiers – a grammatical category in Mandarin. In two eye-tracking studies we presented Mandarin speakers with simple Mandarin sentences through headphones while monitoring their eye-movements to objects presented on a computer monitor. The crucial question is what participants look at while listening to a pre-specified target noun. If classifier categories influence general conceptual processing then on hearing the target noun participants should look at objects that are also members of the same classifier category – even when the classifier is not explicitly present. For example, on hearing scissors, Mandarin speakers should look more at a picture of a chair than at an unrelated object because scissors and chair share the classifier ba. This would be consistent with a Strong Whorfian position, according to which language is a major determinant in shaping conceptual thought (Sapir, 1921; Whorf, 1956). A weaker influence of language-on-thought could be predicted, where language shapes cognitive processing, but only when the language-specific category is actively being processed (Slobin, 1996). According to this account, eye-movements are not necessarily drawn to chair when a participant hears scissors, but they would be on hearing ba scissors. This is because hearing ba activates the linguistic category that both scissors and chair belong to. A third logical possibility is that classifiers are purely formal markers (cf. Greenberg, 1972; Lehman, 1979) that do not influence attentional processing even when they are explicitly present. The data showed that when participants heard a spoken word from the same classifier category as a visually depicted object (e.g. scissors-chair), but the classifier was not explicitly presented in the speech, overt attention to classifier-match objects (e.g. chair) and distractor objects did not differ (Experiment 1). But when the classifier was explicitly presented (e.g. ba, Experiment 2), participants shifted overt attention significantly more to classifier-match objects (e.g. chair) than to distractors. These data are incompatible with the Strong Whorfian hypothesis. Instead the findings support the Weak Whorfian hypothesis that linguistic distinctions force attention to properties of the world but only during active linguistic processing of that distinction (cf. Slobin, 1996).