Publications

Abstract

Large language models are interesting, but linguistics and cognitive science should be cautious about centering any new technology as a magic bullet. Doing so reinforces the historically “narrow focus” of linguistics identified in the target article, rather than expanding our understanding of human language. We argue that centering values instead of technology is the best way to future-proof scholarly work and to keep finding out new things about language.

Abstract

Humans represent word knowledge in different modalities, including spoken and written forms. Language processing, such as reading comprehension, benefits from the synchronous retrieval of both forms. However, it is unknown how spoken and written words are best acquired and linked for subsequent synchronous retrieval. In the present study, we examine whether presentational timing affects word-form acquisition and linking. We test whether synchronous or asynchronous presentation of novel written and spoken forms leads to better retention. In two exploratory (Experiment 1 = 30, Experiment 2 = 48) and one pre-registered (Experiment 3 = 142) three-session experiments, participants studied Chinese words. During study, written (Pinyin) and spoken forms were presented simultaneously or asynchronously, with spoken preceding written forms and vice versa. In both exploratory experiments, we observed a recall advantage for spoken-first presentation at test, which required generating written forms when cued with the corresponding spoken forms. Experiment 3 assessed the robustness of these effects across tasks: the recall task used before and two recognition tasks (forced choice and match/mismatch). Replicating the earlier results, spoken-first learning enhanced later recall. However, recognition was unaffected by presentational timing. This dissociation suggests that only tasks with higher cognitive demands – such as recall – are sensitive to differences in presentational timing, whereas recognition tasks are not. The recall advantage for spoken-first aligns with prediction-based accounts of learning and highlights the importance of timing in linking novel word forms. These findings have implications for models of word learning and for instructional approaches in (foreign) language acquisition and rehabilitation.

Abstract

Listeners vary in the perception and interpretation of speech prosody (the variations in intonation, loudness, and rhythm of spoken language). The source of this variability is unknown. We investigated whether the ability to recognise and classify prosodic structure is related to working memory (WM) capacity. This hypothesis stems from the tight connection between prosodic and syntactic (grammatical) structure, while processing syntax is known to relate to WN capacity. Healthy adult speakers of Dutch judged prosodic structures in a gating paradigm. The phrases contained early and late intonational cues that signalled whether the phrases contained an internal grouping or not. Listeners also took part in WM (digit span) and processing speed (letter comparison) tasks. There was an interaction between performance in the prosody judgement and WM tasks: high-WM listeners were better at classifying prosodic structure and required less prosodic information to detect the correct structure. The results demonstrate a close relationship between prosody processing and WM abilities, implying that WM is an important component of prosody processing.

Abstract

This article provides an overview of diachronic stages in counting systems, from early pre-numerical tally, token, and measurement systems to concrete and abstract numeral systems. Numerals present strong variation within and across languages with phenomena that often reflect different stages of development, including range, abstractness, monomorphism versus composition, origins, base and underlying operations, and involvement in grammatical processes. The article outlines these phenomena and assesses their diachronic value.

Abstract

Art can evoke strong emotional responses in humans. Here, we examine genetic contributions to chills, a marker of such responses. We gather self-reports from a genotyped sample of thousands of partly related individuals from the Netherlands (n = 15,606). Using genomic relationships based on common single-nucleotide polymorphism (SNP) data, we find that up to 29% of the variation in proneness to aesthetic (visual art and poetry) and music chills can be explained by familial relatedness effects, one-fourth of which is attributed to SNP variation. Furthermore, we reveal a moderate genetic correlation of .58 between aesthetic and music chills, pointing to shared genetic variation affecting susceptibility to strong emotional responses across different art forms. Finally, we find that a polygenic index (PGI) for openness to experience (n = 220,015) is associated with susceptibilities to both aesthetic and music chills. Our results show that additive genetic variation, but also familial relatedness beyond shared common SNPs, contributes to proneness to chills from artistic, poetic, and musical expressions. These results open up a promising path towards studying the human attitude towards art, via both state-of-the-art genomics and intergenerational models of transmission.

Abstract

Humans typically move and vocalize in a time-synchronized fashion, aligning prominence-lending hand movements to acoustically emphasized syllables. This requires complex coordination. When speaking a foreign language, learners often place prominence on the wrong syllable in a word, which contributes to a noticeable foreign accent. In this pre-registered kinematic-acoustic study, we test whether a foreign accent is present in the timing of co-speech manual movements. Results demonstrate a ‘kinematic accent’ in Dutch learners of Spanish producing Spanish cognates (e.g., Spanish profeSOR - Dutch proFESsor). Dutch learners time the maximum extension of their co-speech movements closer to the prominent syllable in their native Dutch (i.e., on -fes), even when acoustically emphasizing the correct Spanish syllable (-sor). Conversely, when incorrectly acoustically emphasizing the Dutch target (-fes), the maximum extension of their hand movement is attracted to the Spanish target syllable (-sor). This reveals competing timing processes between movement and vocalization systems for foreign language learners, demonstrating that not only your spoken accent but also your co-speech manual kinematics may give away your native language.

Abstract

When asking for something significant from another person, speakers not only set the tilt of the question toward the affirmative or negative but also display an optimistic or pessimistic stance toward the request’s ultimate fulfillment. Existing sociological theories provide contrasting predictions about whether optimism or pessimism will dominate request behavior in routine social interactions. This paper evaluates the relative strength of these predictions using conversation analysis (CA), supplemented with structured coding and inferential statistics, to examine everyday requests in seven diverse language communities. We focus on two specific practices for making requests—the tilt of the requesting talk and the use of pre-requests. We find that speakers exhibit a systematic preference for requesting with optimistic stances despite frequently encountering resistance from interlocutors. Consonant with Cerulo’s concept of positive asymmetry, the details of everyday behavior reveal a pervasive bias wherein interactants treat socially desirable, cooperative outcomes as expected while disattending from potential resistance.

Abstract

Sleep disturbances are among the most prevalent clinical features of FOXP1 syndrome, yet their nature and underlying mechanisms remain unclear. Here, we report that individuals with FOXP1 syndrome suffer from insomnia with sleep maintenance problems and early waking. Consistently, common variants in FOXP genes were associated with insomnia symptoms and short sleep. These sleep disturbances were recapitulated in Drosophila FoxP mutants, which exhibit severely fragmented and reduced sleep. FoxP loss also led to circadian arrhythmicity and impaired the plasticity of neuropeptide pigment dispersing factor–secreting (PDF-secreting) neurons in a non-cell-autonomous manner. FoxP was required during development for adult sleep integrity, particularly in peptidergic neurons. Transcriptomic analyses revealed a dysregulation of genes involved in peptidergic signaling, including hugin. FoxP was expressed in hugin+ neurons (afferent to PDF-secreting neurons) during development, and its knockdown in these cells was sufficient to induce sleep fragmentation. Our findings establish an evolutionarily conserved role for FOXP proteins in the peptidergic regulation of sleep.

Abstract

Current theories of speaking suggest that the structure of the lexicon is flexible and changes with exposure. We tested this claim in two experiments that investigated whether the word frequency effect was moderated by item repetition within and across experimental sessions. Participants named high frequency (HF) and low frequency (LF) pictures (Experiment 1) and words (Experiment 2) six times. In both experiments, participants were faster to name HF than LF pictures or words, but this effect was eliminated with repetition. Importantly, this word frequency effect was still absent when participants returned up to 2 weeks later and named old HF and LF pictures, whose names they had produced before, together with new HF and LF pictures, whose names they had not produced. These findings suggest that producing a word multiple times in short succession alters its long-term accessibility, making it easier to produce later.

Abstract

Word frequency (WF) and name agreement (NA) affect a word’s accessibility during speech production. Speakers are faster to name pictures with high-frequency (e.g. dog) compared to low-frequency names (e.g. rhinoceros) and those that a group of speakers tend to agree on the name of (high NA; e.g. arm) than those that they do not (low NA; e.g. sofa, couch). Recent accounts of lexical access suggest that the structure of the mental lexicon is flexible and changes with exposure. Consistent with this view, repetition priming studies have shown that low-frequency and low NA items benefit from repetition more than high-frequency and high NA items. But there is little evidence that repetition has long-term effects on WF and NA. We tested this issue in a two-session (online) picture naming study. In Session 1, participants named pictures varying in WF and NA three times each, and so we could test the short-term effects of repetition on WF and NA. We tested long-term effects of repetition by having participants name the same old items 1 week later in Session 2, together with new items that they had not named previously. In Session 1 the WF effect was eliminated by repetition, while the NA effect was reduced but still present. Thus, previous naming affected both the WF and NA effects. However, both effects reappeared in Session 2. These findings suggest that previous naming can reduce the WF and NA effect, thus affecting how easy it is to produce a word, but these effects are relatively short-lived.

Abstract

SATB2-associated syndrome is an autosomal dominant neurodevelopmental syndrome caused by genetic alterations in the transcription factor SATB2. The associated phenotype is variable, and genotype-phenotype correlation studies have not yet been able to explain differences in severity and symptoms across affected individuals. While haploinsufficiency is the most often described disease mechanism, with the majority of variants consisting of whole- or partial-gene deletions and protein truncating variants with predicted loss-of-function, approximately one-third of affected individuals carry a SATB2 missense variant with an unknown effect. In this study, we sought to functionally characterize these missense variants to uncover associated pathogenic mechanisms. We combined a set of human cell-based experiments to screen 31 etiological SATB2 missense variants for effects on nuclear localization, global chromatin binding, and transcriptional activity. Our data indicate partial loss-of-function effects for most of the studied missense variants, but identify at least eight variants with increased SATB2 function showing a combination (or subset) of features that include stronger co-localization with DNA, decreased nuclear protein mobility suggesting increased overall chromatin binding, and maintained or increased transcriptional activity. These results demonstrate that phenotypes associated with variants in SATB2 may have distinct underlying disease mechanisms, and the data could provide a resource for future studies investigating disease variability and potential therapies for this condition.

Abstract

The emergence of human language is a complex process, and to investigate the role of iconicity in this, researchers have combined insights from computational models with empirical observations from laboratory experiments. This chapter provides an overview of the most important insights on the interaction between iconicity and other linguistic properties such as combinatoriality and systematicity. In the experimental and computational work reported, it is shown how iconicity can affect the way in which emerging languages are learned and used. The chapter also discusses how computational methods can help to better understand the gradient and subjective nature of iconicity.

Abstract

Developmental stuttering is a common childhood condition characterized by disfluencies in speech, such as blocks, prolongations, and repetitions. While most children who stutter do so only transiently, there are some for whom stuttering persists into adulthood. Rare-variant screens in families including multiple relatives with persistent stuttering have so far identified six genes carrying putative pathogenic variants hypothesized to act in a monogenic fashion. Here, we applied a complementary study design, searching instead for de novo variants in exomes of 85 independent parent-child trios, each with a child with transient or persistent stuttering. Exome sequencing analysis yielded a pathogenic variant in SPTBN1 as well as likely pathogenic variants in PRPF8, TRIO, and ZBTB7A - four genes previously implicated in neurodevelopmental disorders with or without speech problems. Our results also highlighted two further genes of interest for stuttering: FLT3 and IREB2. We used extensive bioinformatic approaches to investigate overlaps in brain-related processes among the twelve genes associated with monogenic forms of stuttering. Analyses of gene-expression datasets of the developing and adult human brain, and data from a genome-wide association study of human brain structural connectivity, did not find links of monogenic stuttering to specific brain processes. Overall, our results provide the first direct genetic link between stuttering and other neurodevelopmental disorders, including speech delay and aphasia. In addition, we systematically demonstrate a dissimilarity in biological pathways associated with the genes thus far implicated in monogenic forms of stuttering, indicating heterogeneity in the etiological basis of this condition.

Abstract

Disfluencies in speech frequently occur before the production of longer and more complex speech content. Listeners are thought to use the distribution of disfluencies in the comprehension of speech to inform their predictions. Here, we investigated whether the presence of disfluencies in speech affects word processing also in naturalistic listening conditions. Participants (n = 36) listened to the spoken recall of the events of a television series while undergoing fMRI. We modelled word processing effort using parametric modulations for word length, frequency, entropy, as well as surprisal and presence/absence of a disfluency. To investigate the effects of disfluencies on word processing, we tested the interaction between disfluency and frequency, and disfluency and surprisal. Words preceded by a disfluency were associated with increased activity in the left and right STG. Lower word frequency was associated with an increase in activity in the left mid STG. Increased word surprisal elicited a similar distribution of activity, with bilateral superior temporal activation. The effect of surprisal was reduced after a disfluency in a cluster in the left posterior temporal lobe, while the effect of frequency increased following disfluencies in the left superior temporal gyrus and the left inferior frontal cortex. Therefore, the presence of a disfluency affects the response to upcoming input, suggesting that it prepares the listener for higher complexity in the upcoming speech, by potentially allocating increased attention resources that facilitate integration in context.

Abstract

When speakers refer to objects in the world, they frequently overinform. Contrary to classical theories in linguistics, we hypothesise that overinformativeness is an efficient means of facilitating listener comprehension: speakers use redundancy to provide their listeners with search-efficient perceptual information. In Experiment One (N = 72), we operationalise search efficiency as the ease or difficulty of perceptual discrimination. We borrow methods from psychophysics to manipulate discriminability across attributes (material, colour) and across sensory modalities (audition, vision). We show that across both attributes and modalities, speakers overinform more often when the redundant information helps the listener perceptually discriminate the referent, thus aiding listener-search. Contrary to our expectations, we also find that speakers disproportionately overinform with colour information (relative to material). In Experiment Two (N = 97), we investigate the disproportionate use of colour directly, addressing explanations that appeal to colour’s perceptual salience by 1) dampening colour’s perceptual distinctiveness, and 2) controlling linguistic complexity both in terms of language production and retrieval effort. Contrary to widespread explanations, these factors cannot explain the disproportionate use of colour: colour is privileged in reference.

Abstract

Theories of predictive processing propose that sensory systems constantly predict incoming signals, based on spatial and temporal context. However, evidence for prediction in sensory cortex largely comes from artificial experiments using simple, highly predictable stimuli, that arguably encourage prediction. Here, we test for sensory prediction during natural scene perception. Specifically, we use deep generative modelling to quantify the spatial predictability of receptive field (RF) patches in natural images, and compared those predictability estimates to brain responses in the mouse visual cortex—while rigorously accounting for established tuning to a rich set of low-level image features and their local statistical context—in a large scale survey of high-density recordings from the Allen Institute Brain Observatory. This revealed four insights. First, cortical responses across the mouse visual system are shaped by sensory predictability, with more predictable image patches evoking weaker responses. Secondly, visual cortical neurons are primarily sensitive to the predictability of higher-level image features, even in neurons in the primary visual areas that are preferentially tuned to low-level visual features. Third, unpredictability sensitivity is stronger in the superficial layers of primary visual cortex, in line with predictive coding models. Finally, these spatial prediction effects are independent of recent experience, suggesting that they rely on long-term priors about the structure of the visual world. Together, these results suggest visual cortex might predominantly predict sensory information at higher levels of abstraction—a pattern bearing striking similarities to recent, successful techniques from artificial intelligence for predictive self-supervised learning.

Abstract

It has been argued that lexical access in bilinguals is language nonselective. However, little is known about how the input modality (spoken or written) affects cross-language activation during listening and reading. The current study characterizes the nature of within- and cross-language competition for spoken and written words in adults who are bilingual and biliterate in Spanish and English. Using a recently developed cross-modality version of the Visual World Paradigm, we found that competition differs for spoken and written words. For spoken words, the auditory stimulus unfolds overtime giving an additional boost to within- and cross-language competition. Conversely, written words can be seen at once, and thus, incremental processing is less of a factor, resulting in less competition within a language and no competition across languages. The findings show that word recognition is fundamentally language nonselective but can behave in selective ways depending on the modality of the input and language experience.

Abstract

Our ability to produce words and sentences relies on lexical retrieval and structural assembly processes, which are supported by domain-general skills. In the present study, we adopted an individual-differences approach to examine how linguistic experience and domain-general skills jointly contribute to language production at different levels of complexity. Our participants (n = 169) completed three production tasks that capitalized on lexical retrieval (picture naming) and structural assembly (phrase generation and sentence generation) processes, respectively. In addition, they completed 15 tests measuring linguistic experience, processing speed, working memory, and nonverbal reasoning. Our analyses of speech onset latencies and speech durations showed that linguistic experience was primarily associated with faster speech initiation, particularly in picture naming, consistent with its role in supporting efficient lexical access. In contrast, processing speed emerged as a robust predictor of both earlier speech initiation and shorter utterance durations, with effects that were disproportionately larger for phrase and sentence production than for picture naming, highlighting its role in coordinating multiword structural assembly under time pressure. Working memory was linked to a redistribution of planning across time, with higher capacity associated with longer onset latencies but shorter speech durations. By integrating multiple predictors, our study provides novel insights into the cognitive architecture underlying language production and highlights the value of a holistic individual-differences approach.

Abstract

Traditional psycholinguistic approaches to language have examined production and comprehension in isolation. However, these processes are tightly intertwined and embedded in social interactions. In this Review, we summarize empirical work that highlights the behavioural and cognitive complexities of communicating meaning in face-to-face conversation and that should be captured by psycholinguistic accounts and paradigms. To begin, we consider the implications of conceptualizing language as a situated joint action. Then, we summarize work on three defining features of conversation. First, visual bodily signals play an integral role in composing and comprehending meaning and achieving mutual understanding. Second, addressee feedback signals understanding or difficulty understanding, and the monitoring of interlocutors for such signals adds demands on cognitive resources. Third, multi-party interactions require participants to keep track of and adapt to multiple people’s understanding, signals and shared knowledge. In closing, we point to issues that require further research and the development of experimental paradigms that can capture defining features of face-to-face conversation while maintaining experimental control.

Abstract

We examined the morphosyntactic prediction ability of child heritage speakers and the role of reading skills and language experience in predictive processing. Using visual world eye-tracking, we focused on predictive use of case-marking cues in Turkish with monolingual (N=49, Mage=83 months) and heritage children, who were early bilinguals of Turkish and Dutch (N=30, Mage=90 months). We found quantitative differences in magnitude of the prediction ability of monolingual and heritage children; however, their overall prediction ability was on par. The heritage speakers’ prediction ability was facilitated by their reading skills in Dutch, but not in Turkish as well as by their heritage language exposure, but not by engagement in literacy activities. These findings emphasize the facilitatory role of reading skills and spoken language experience in predictive processing. This study is the first to show that in a developing bilingual mind, effects of reading-on-prediction can take place across modalities and across languages.

Abstract

Children often use gestures to express concepts before expressing them in speech, particularly in domains rich in visual-spatial information. For example, spatial relations such as left-right are cognitively and linguistically challenging for children. Consequently, 8-year-olds struggle to convey these complex relations verbally, but they frequently rely on gestures to describe these spatial concepts informatively. This study builds on this prior work on the descriptions of left-right relations to investigate further (1) the differing functions of gestures (complementary or redundant) in relation to speech in both children and adults; (2) the change in semantic information conveyed in both of these types of gestures in childhood to adulthood, aiming to shed light on the interaction between spatial language and spatial cognitive development. Eight-year-old and adult monolingual Turkish speakers described pictures of objects in left-right spatial relations shown among a quartet of other types of spatial relations between these objects. Results demonstrated that when describing left-right relations between objects, children, compared to adults, provided more under-informative descriptions (i.e., using “side” instead of “left-right”) in speech but used complementary gestures to convey missing information multimodally. Adults already used informative spatial terms in speech and used gestures mostly redundantly. Moreover, children showed a preference for iconic gestures depicting the relative locations of objects over directional pointing gestures indicating single locations, especially when gestures complemented speech. In contrast, adults showed no reliable preference for either gesture type. These results indicate the significance of gestures as mechanisms of change, alongside speech, in spatial language and cognition, particularly in the context of describing cognitively complex left-right spatial relations between objects.

Abstract

This study explores how accents influence hiring decisions, focusing on evaluations made by non-native speakers. A total of 391 Turkish-speaking university students assessed candidates for tutoring positions for English (a language-relevant role) and math (a non-language-related role). Candidates spoke either Standard American English (SAE), signaling native speaker status, or Turkish-accented English (TAE), reflecting ingroup membership. Results showed that SAE speakers were consistently rated as more competent and preferred for both English and math tutoring positions, regardless of the group membership implied in their CVs. The effect of accents on hiring decisions was mediated by higher competence attribution to standard accents. The findings highlight the strong influence of standard accents in competence attributions, which can overshadow other group membership cues and job specifications, even among non-native evaluators. The results underscore the pervasive nature of accent biases in professional settings, suggesting that competence perceptions tied to standard accents may fuel discrimination across diverse contexts.

Abstract

Children’s exposure to language is shaped by interactional needs in conversation. Prior research has largely focused on how such language influences word learning and long-term lexical knowledge. However, the effects of interactional language are likely to go far beyond word learning. Earlier studies showed that in conversation, from around age 2;6 children who are watching a conversation are more likely to spontaneously switch their gaze to an upcoming responder when they hear a question compared to when they hear a non-question. However, what information drives these predictions remains unclear. Tracking the eye gaze behavior of Dutch children (1–4-year-olds) and adults, the purpose of this research was to examine whether participant’s predictions are driven by individually informative linguistic cues, comparing two cues associated with interrogatives: one lexical cue (subject pronoun) and one canonically associated prosodic cue (utterance-final intonation). We find that from age children 2;0 make more and earlier anticipations of an upcoming addressee response when hearing the early lexical cue (you vs. I subject pronouns), but we have no evidence that their predictions are changed by the later prosodic cue. Further, we investigated how cue use depends on linguistic context by comparing semantically meaningful (Study 1) and non-meaningful (Study 2) context. Only in meaningful contexts did participants show a pronoun advantage in predicting conversational structure. This suggests that using these cues relies on broader linguistic context. The findings take us a step closer to understanding how linguistic and interactional skills become intertwined in development.

Abstract

Dyslexia is a specific difficulty in learning to read that affects 5–10% of school-aged children and is strongly influenced by genetic factors. While previous studies have identified common genetic variants associated with dyslexia, the role of rare variants has only recently begun to emerge from pedigree studies and has yet to be systematically tested in larger cohorts. Here, we present a whole-exome sequencing (WES) study of 53 individuals with dyslexia, followed by an analysis in 38 cases with reading difficulties and 82 controls assessed with reading measures. Of the 22 genes that had high-impact variants filtered through stringent bioinformatic approaches in at least three dyslexia cases, five genes were validated in the follow-up analysis: CACNA1D, CACNA1G, CLDN3, CNGB1, and CP. Notably, a specific variant (7-73769649-G-A; c.C401T; p.P134L) in the CLDN3 gene was identified in six independent cases, showing a four-fold higher frequency compared to population reference datasets. CACNA1D and CACNA1G encode subunits of voltage-gated calcium channels expressed in neurons, and variants in both genes have been implicated in neurodevelopmental disorders such as autism spectrum disorder (ASD) and epilepsy. Segregation analyses in available family members were consistent with patterns of dominant inheritance with variable expressivity. In total, high-impact variants in the five genes of interest were found in 26% (N = 14) of individuals of the discovery cohort. Overall, our findings support the involvement of rare variants in developmental dyslexia and indicate that larger WES studies may uncover additional associated genes.

Abstract

According to Levelt, W. J., Roelofs, A., and Meyer, A. S. [(1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1–38.] theory of lexical access, word production begins with the selection of a lemma, which gives access to the syntactic properties of the word. The notion of the lemma is well motivated on theoretical grounds and within Roelofs’ computational model WEAVER++, which captures central aspects of the theory [Roelofs, A. (1992). A spreading-activation theory of lemma retrieval in speaking. Cognition, 42(1–3), 107–142.; Roelofs, A. (2014). A dorsal-pathway account of aphasic language production: The WEAVER++/ARC model. Cortex, 59, 33–48.]. But what is the evidence for access to syntactic word representations? The author provides a comprehensive review of the relevant experimental evidence and concludes that, in spite of much research effort, it is still unknown whether or not speakers access abstract syntactic information during single-word access, and that further work within the established research paradigms is unlikely to change this picture. A fruitful way forward may be to broaden the perspective and explore how the syntactic properties of lexical items are retrieved when speakers produce longer utterances, where access to syntactic information is mandatory.

Abstract

Background

The factors that contribute to language alternation by bilingual speakers with aphasia have been debated. Some studies suggest that atypical language mixing results from impairments in language control, while others posit that mixing is a way to enhance communicative effectiveness. To address this question, most prior research examined the appropriateness of language mixing in connected speech tasks.
Aims

The goal of this study was to provide new insight into the question whether language mixing in aphasia reflects a strategy to enhance verbal effectiveness or involuntary behaviour resulting from impaired language control.
Methods & procedures

Semi-structured web-based interviews with bilingual speakers with aphasia (N = 19) with varying language backgrounds were conducted. The interviews were transcribed and coded for: (1) Self-reports regarding language control and compensation, (2) instances of language mixing, and (3) in two cases, instances of repair initiation.
Outcomes & results

The results showed that several participants reported language control difficulties but that the knowledge of additional languages could also be recruited to compensate for lexical retrieval problems. Most participants showed no or very few instances of mixing and the observed mixes appeared to adhere to the pragmatic context and known functions of switching. Three participants exhibited more marked switching behaviour and reported corresponding difficulties with language control. Instances of atypical mixing did not coincide with clear problems initiating conversational repair.
Conclusions

Our study highlights the variability in language mixing patterns of bilingual speakers with aphasia. Furthermore, most of the individuals in the study appeared to be able to effectively control their languages, and to alternate between their languages for compensatory purposes. Control deficits resulting in atypical language mixing were observed in a small number of participants.

Abstract

Speakers sometimes produce lexical errors, such as saying “salt” instead of “pepper.” This study aimed to better understand the origin of lexical errors by assessing whether they arise from a hasty selection and premature decision to speak (premature selection hypothesis) or from momentary attentional disengagement from the task (attentional lapse hypothesis). We analyzed data from a speeded picture naming task (Lampe et al., 2023) and investigated whether lexical errors are produced as fast as target (i.e., correct) responses, thus arising from premature selection, or whether they are produced more slowly than target responses, thus arising from lapses of attention. Using ex-Gaussian analyses, we found that lexical errors were slower than targets in the tail, but not in the normal part of the response time distribution, with the tail effect primarily resulting from errors that were not coordinates, that is, members of the target’s semantic category. Moreover, we compared the coordinate errors and target responses in terms of their word-intrinsic properties and found that they were overall more frequent, shorter, and acquired earlier than targets. Given the present findings, we conclude that coordinate errors occur due to a premature selection but in the context of intact attentional control, following the same lexical constraints as targets, while other errors, given the variability in their nature, may vary in their origin, with one potential source being lapses of attention.

Abstract

Little is known about how or when language and visuospatial processing lateralise in the brain, and if individual differences in lateralisation are related to early language or visuospatial abilities. We explored if patterns of language and visuospatial lateralisation are related to cognitive skills in young children. A large sample of 3-year-olds (n = 136) attempted two functional transcranial Doppler ultrasound (fTCD) tasks to estimate language and visuospatial lateralisation. At the group level, language was lateralised to the left hemisphere, but visuospatial processing was weakly lateralised to the right hemisphere. The relationship between patterns of lateralisation and cognitive skills was investigated using regression analyses with novel calculations of how typical a child’s lateralisation pattern was, the degree of crowding of both functions to one hemisphere, or how strongly both functions were lateralised. Language and visuospatial abilities were not predicted by any of these measures. Degree of visuospatial lateralisation, and not language lateralisation, was associated with higher language ability. Future research should investigate if patterns of lateralisation are related to cognitive skills in older children, when lateralisation is more established.

Abstract

Vocal individuality has important biological functions in mammals: at crucial stages of development, it ensures feeding and is a prerequisite for auditory-based mother–pup recognition. Is vocal individuality only shaped by maturation or also by the degree of conspecific acoustic input? Here, we test how the neonatal auditory environment shapes development and individualization of calls in harbour seal pups (Phoca vitulina). To simulate low- versus high-conspecific acoustic density, 18 pups heard playbacks of calls from either 2 or 30 conspecifics. We recorded calls before and after playback exposure and extracted 12 acoustic parameters. Supervised machine learning and discriminant function analyses showed greater individual distinctiveness in both groups after playback, indicating a developmental trend toward individualization. Notably, pups exposed to less-variable input showed higher individuality. Euclidean distances on call parameters showed that both groups diverged from the playback signals. Distances on within-pup and between-pups housed together revealed opposite trajectories in the two groups: after the exposure, less-variable auditory input determined steadier individual calls, while more-variable auditory input scattered calls across the acoustic space. Altogether, our findings indicate that auditory input modulates vocal development in pups, making harbour seals a promising model for unravelling how neonatal environment affects vocal plasticity in a non-human mammal.

Abstract

* = Joint first authorship I risultati evidenziano l’utilità e l’adattabilità dei materiali nella pratica clinica logopedica (con alcune differenze in funzione del setting di impiego e della popolazione coinvolta) e incoraggia la prosecuzione del progetto e l’implementazione dei materiali, con l’obiettivo di favorire la partecipazione sociale delle PcA.

Abstract

Explaining how children build a language system is a central goal of research in language acquisition, with broad implications for language evolution, adult language processing, and artificial intelligence (AI). Here, we propose a constructivist framework for future theory-building in language acquisition. We describe four components of constructivism, drawing on wide-ranging evidence to argue that theories based on these components will be well suited to explaining developmental change. We show how adopting a constructivist framework both provides plausible answers to old questions (e.g., how children build linguistic representations from their input) and generates new questions (e.g., how children adapt to the affordances provided by different cultures and languages).

Abstract

All languages in the world have demonstrative terms such as ‘this’ and ‘that’ in English, which have traditionally been treated as spatial words. Here we aim to provide experimental evidence that demonstrative choice is jointly determined by spatial considerations (e.g., whether the referent is near or far) and socio-cognitive factors (e.g.,the listener’s attention focus). We also test whether demonstrative choice varies depending on the speaker’s use of pointing, to provide evidence for a multimodal account of demonstrative systems. We focus on the Turkish system and compare it with the Spanish one to better understand the cross-linguistic variability of 3-term demonstrative systems. Corpus studies have suggested that the Turkish proximal ‘bu’ and distal ‘o’ mark a spatial contrast between near and far space, whereas the medial ‘s¸u’ is used to direct the listener’s attention to a new referent. Supporting this analysis, an online experiment using a picture-based demonstrative-choice task revealed that the medial form ‘s¸u’ was preferred when the listener was looking at the wrong object. The results of a second experiment using video stimuli further showed that the medial ‘s¸u’ was preferred when the speaker pointed to the referent to direct the listener’s attention, whereas the proximal demonstrative was used in near space and the distal in far space, mostly in joint attention and without pointing. The results of a third experiment in Spanish showed radically different patterns of demonstrative-pointing use. The medial ‘ese’ was preferred in joint attention, whereas the proximal ‘este’ and distal ‘aquel’ were selected to direct the listener’s attention towards the intended referent but without an effect of pointing. Our results confirm that demonstrative choice within a given system is determined by both spatial and socio-cognitive factors, interacting with pointing patterns and varying across languages. Leveraging recent experimental work in several languages, we interpret these findings as further evidence for the weighted parameters framework (e.g., referent position and listener attention), which explains demonstrative choice beyond previous categorical analyses.

Abstract

Common ground is the information that the participants in a conversation treat as background information for the purposes of their interaction. We review two traditions of research on common ground. The formal tradition, consisting mainly of theoretical linguists and philosophers of language, has developed increasingly sophisticated formal models of common ground to generate predictions about an expanding range of empirical phenomena. Meanwhile, the psycholinguistic tradition has focused on a narrower range of phenomena while developing more realistic theories of the psychological mechanisms that allow us to select and represent common ground. After summarizing these two traditions, we consider several reasons why they should be reintegrated, and we argue that the best way to bring them back together would be to adopt a cognitive-pluralist approach, whereby language users have access to a variety of mechanisms for managing background information, which are more or less available and efficient depending on the communicative situation and the kind of information mentally represented as well as the cognitive demands of each mechanism.

Abstract

The human brain is thought to constantly predict future words during language processing. Recently, a new approach emerged that aims to capture neural prediction directly by using vector representations of words (embeddings) to predict brain activity prior to word onset. Two findings have been proposed as hallmarks of neural next-word prediction: (i) significant encoding prior to word onset and (ii) its modulation by word predictability. However, natural language is rife with temporal correlations, where upcoming words share statistical information with preceding ones. This raises a critical question: do these these hallmarks emerge from the brain actively predicting future content, or might they be equally well explained by the regression model exploiting these inherent stimulus dependencies? To distinguish between these alternatives, we applied the same encoding analysis to passive control systems, i.e., representational systems that encode the stimulus but cannot predict upcoming words. We show that both hallmarks emerge in two such control systems, namely in word embeddings themselves and in speech acoustics. We further show that proposed methods to correct for these dependencies are insufficient, as the effects persist even after such corrections. Together, these results suggests that pre-onset prediction of brain activity might reflect dependencies in natural language rather than predictive computations. This questions the extent to which this new encoding-based method can be used to study prediction in the brain.

Abstract

Autistic individuals often show differential sensory perception, including hypo- or hypersensitivities to sound. Previous research also suggests that autistic individuals often have difficulty processing intentional and affective cues in speech acoustics. However, general speech processing difficulties remain underexplored. We investigated self-reported auditory perception using the Speech, Spatial, and Qualities of Hearing Questionnaire among autistic (self-identifying (n = 18) and clinically diagnosed (n = 45)) and non-autistic adults (N = 66). The study was conducted in the Netherlands, but the questionnaire and call for participation were in English and open to anyone regardless of country of residence. Both clinically diagnosed and self-identifying individuals with autism reported significantly lower scores on the Speech, Spatial, and Qualities of Hearing Questionnaire score and on the Speech subscale compared with non-autistic individuals, indicating challenges in overall quality of auditory perception, speech comprehension. Clinically diagnosed individuals also showed lower scores on the quality and spatial subscales compared with non-autistic individuals. Post hoc analysis further suggested that speech hearing is particularly challenging for many autistic individuals. In addition, our finding that self-identifying and clinically diagnosed autistic individuals show similar patterns of hearing difficulties emphasizes the need for more inclusive research practices that collect the experiences of all the individuals in the autistic community in the study of sensory perception in autism.

Abstract

Language comprehension requires the integration of information from a wide variety of sources, including sensory input and memory. The present study contributes to a growing literature examining how probability and uncertainty shape language comprehension in close collaboration with grammatical knowledge, wherein the specifics of when and how these sources of information come together during sentence processing remain opaque. Here we asked how morphosyntax and lexical surprisal impact subject-verb agreement in Dutch: an online self-paced reading experiment tested whether lexical surprisal affects the use of grammatical information. Using a combination of model-comparison and permutation testing, we showed that reading times cannot be explained by a dichotomous interactive, nor by a purely additive account. While both factors must be modeled in order to best describe reading time data, the data provided evidence that lexical surprisal is leveraged more reliably when the constraints placed by the grammar are obeyed. We propose a novel “structure bottleneck”, where the use of probabilistic cues is conditionalized on grammatical status of a subject-verb agreement relation. Viewed in the context of previous findings, the results are consistent with an account of language comprehension wherein grammatical and contextual probabilistic cues are weighted based on their reliability.

Abstract

Quantifiers specify semantic relations between sentence constituents. Due to their abstract meanings, they form a learning challenge for children. This challenge is made more difficult by the fact that different universal quantifiers instantiate slightly different meanings. We investigated what evidence is available in the input that might help children learn the meaning of universal quantifiers by exploring the use of these words in naturalistic child-ambient language in English and Dutch. The cross-linguistic component in this analysis is relevant because languages differ in how they carve up the space of universal quantification. Our analysis revealed language- and quantifier-specific patterns in frequency, variability, and contexts of use. We discuss how these quantifier-specific usage patterns lead to quantifier-specific developmental trajectories and challenges.

Abstract

Simultaneous constructions present a unique linguistic property in sign languages where multiple body articulators (hands, torso, head, facial expression, and eye gaze) are used to structure linguistic information not only linearly, as is done in speech, but also simultaneously. Simultaneous constructions allow a more direct encoding of scenes and events by using various iconic strategies to depict multiple event elements (e.g. referents and their actions), their spatial relations and temporal overlap, mirroring how they are perceived in the world; that is, simultaneously. The chapter provides an overview of how iconicity is operationalized in simultaneous constructions and the methods used to study their function, and discusses the history and future directions of the study of iconicity as a structuring principle in sign languages.

Abstract

According to relevance theory, communication relies on speakers’ ability to signal relevant information, which addressees use to infer meaning efficiently. Most research within the relevance theoretic framework has examined how relevance is marked in speech, treating it as the primary channel for signaling informative content. Yet, little is known about whether, how, and in what contexts speakers highlight information in co-speech gestures. Here, we investigate how speakers use ostensive cues—specifically, visual and verbal deixis (e.g. gaze toward a gesture, demonstratives like “this,” “that,” or “here”)—to highlight the communicative relevance of iconic gestures in child- versus adult-directed communication and whether addressees show sensitivity to these cues. Sixteen Italian adults explained the rules of two logic puzzles to a child and another adult. Results show that speakers highlight more gestures for children than for adults, primarily by using visual deixis. Furthermore, addressees of both age groups, adults and children, were more likely to shift their gaze to highlighted than to non-highlighted gestures. These findings demonstrate that speakers dynamically adapt multimodal cues to highlight iconic gestures for addressees, providing empirical support for extending relevance theory to a multimodal view of language.

Abstract

Gaze is a key non-verbal cue in face-to-face interaction, yet we know relatively little about how people visually explore a robot’s face during conversation. In human-human interactions (HHI), gaze allocation is shaped by conversational role and task demands: speakers typically avert their gaze from their partner’s face more than listeners do, and listeners often shift gaze from the eyes to the mouth to support speech understanding. In human-robot interactions (HRI), it is often implicitly assumed that gaze to humanoid robots follows similar patterns, but this has rarely been tested quantitatively at the level of specific facial regions. In this late-breaking report, we report a secondary analysis of an existing HRI dataset with usable eye-tracking data from 31 participants who took part in semi-structured interviews with a social robot (Furhat). Using MediaPipe Face Mesh on participant’s egocentric video from eye tracking glasses, we segmented the robot’s face into eye, mouth, and full-face regions of interest (ROI), and quantified how participants distributed their gaze at each ROI over the entire interaction, and separately for speaking and listening. Participants spent most of the interaction looking at the robot’s face; within the face, the eyes and mouth were the main targets, and gaze to these regions increased during listening, especially for the mouth. This pattern aligns with the central findings from HHI and offers empirical evidence for assumed similarities in gaze allocation between HHI and HRI. In an exploratory analysis, we additionally examined how the robot’s own gaze behaviour, with or without human-like gaze aversions, shaped gaze to the eyes and mouth. We discuss how these findings inform the interpretation of gaze as an implicit engagement cue in HRI. Finally, we provide baseline references and show how ROI-based analyses can enrich future gaze studies in HRI.

Abstract

Language neuroscience has historically relied on highly controlled experimental paradigms that differ markedly from the conditions of real-world communication. Although such approaches have yielded important insights, they often fail to capture the integrative processes required for discourse and connected language. Here, we treat discourse as language extending beyond a single simple clause and used for a specific purpose. Recent advances in computational modeling, natural language processing, and neurophysiological measurement now make it possible to study language in more naturalistic, temporally extended, and ecologically valid contexts. In this closing editorial for a special issue of Cortex, we synthesize contributions that collectively argue for a discourse-centered neuroscience: the view that the neural basis of language becomes most fully visible when language is studied in its connected, purposeful form. We organize the issue around four broad themes—cortical topography and continuous integration, structural connectivity, large-scale network dynamics, and clinical mapping of language, thought, and interaction—and show how each reveals aspects of language organization that remain difficult to detect in isolated word- and sentence-level paradigms. We conclude by considering the implications of this work for basic and clinical science and by outlining future directions for the neurocognitive study of discourse.

Abstract

Previous studies have evaluated the role of the microRNA-137 (miRNA137) regulatory pathway in schizophrenia by using in silico or in vitro predicted target genes. These approaches do not capture the dynamic spatiotemporal nature of the miRNA137 regulatory pathway or tend to overestimate direct miRNA binding sites. To provide a more accurate representation of the miRNA137 pathway during human brain development, we evaluated the biological functionality of direct ex vivo miRNA137 targets previously documented in the early prenatal and adult brain. We studied the role of differential expression and genetic predisposing variation to schizophrenia and related disorders within these miRNA137 targets by gene set enrichment analyses (GSEA) and gene-set based polygenic score predictions in an independent schizophrenia case-control cohort. All results were compared to those from in silico or in vitro predicted targets. Only direct miRNA137 targets at prenatal and adult human brain displayed significant enrichments in synaptic and neuronal functions and captured the transcriptomic and genetic predisposing variation to schizophrenia. Furthermore, while adult target genes showed a more consistent enrichment in predisposing variation to schizophrenia and bipolar disorder in case/control polygenic models, prenatal target genes predicted negative symptomatology in schizophrenia patients. Our results suggest that using direct, temporally specific miRNA137 targets significantly improved the detection of biological mechanisms underlying its relationship with psychosis, clarified the association between schizophrenia and related conditions, and suggested association with specific symptomatology domains at different developmental stages of the disorder.

Abstract

This study explored kanji handwriting behavior of Vietnamese learners of Japanese as a Foreign Language (JFL), focusing on single-kanji words with Kun-readings to minimize phonological overlap between Japanese and Vietnamese. Participants completed a real-time handwriting task using a stylus and tablet. The study analyzed writing latency, duration, and accuracy, examining how these were influenced by lexical knowledge, kanji frequency, visual complexity, and difficulty level. Results showed that higher lexical proficiency and more frequent kanji led to faster initiation times. Writing duration increased with visual complexity, as kanji with more strokes took longer to execute. Accuracy decreased for complex and difficult kanji (e.g., N2 level), especially among lower proficiency learners. Notably, learners with stronger lexical knowledge could better compensate for complexity during writing. These findings highlight the distinct cognitive and motor demands of kanji production and underscore the value of combining vocabulary exposure with structured handwriting practice in JFL instruction.

Abstract

How does the brain turn a physical signal like speech into meaning? It draws on two key sources: linguistic structure (e.g., phonemes, syntax) and statistical regularities from experience. Yet how these jointly shape neural representations of language remains unclear. We used MEG to track phonemic and acoustic encoding during spoken language comprehension in native Dutch, Mandarin-Chinese, and Turkish speakers. Phoneme-level encoding is stronger during sentence comprehension than in word lists, and more robust within words than random syllables. Surprisingly, similar encoding emerges even in an uncomprehended language but only with prior exposure. In contrast, acoustic edges are briefly suppressed early in comprehension. This suggests that the brain’s alignment to speech (in phase and power) is robustly tuned by structure and by learned statistical patterns. Our findings show how structured knowledge and experience-based learning interact to shape neural responses to language, offering insight into how the brain processes complex, meaningful signals.

Abstract

Background

Facial emotion processing deficits and atypical eye gaze are often described in individuals with autism spectrum disorder (ASD) and those with conduct disorder (CD) and high callous unemotional (CU) traits. Yet, the underlying neural mechanisms of these deficits are still unclear. The aim of this study was to investigate if eye gaze can partially account for the differences in brain activation in youth with ASD, with CD, and typically developing youth (TD).

Methods

In total, 105 adolescent participants (NCD = 39, NASD = 27, NTD = 39; mean age = 15.59 years) underwent a brain functional imaging session including eye tracking during an implicit emotion processing task while parents/caregivers completed questionnaires. Group differences in gaze behavior (number of fixations to the eye and mouth regions) for different facial expressions (neutral, fearful, angry) presented in the task were investigated using Bayesian analyses. Full-factorial models were used to investigate group differences in brain activation with and without including gaze behavior parameters and focusing on brain regions underlying facial emotion processing (insula, amygdala, and medial prefrontal cortex).

Results

Youth with ASD showed increased fixations on the mouth compared to TD and CD groups. CD participants with high CU traits tended to show fewer fixations to the eye region compared to TD for all emotions. Brain imaging results show higher right anterior insula activation in the ASD compared with the CD group when angry faces were presented. The inclusion of gaze behavior parameters in the model reduced the size of that cluster.

Conclusions

Differences in insula activation may be partially explained by gaze behavior. This implies an important role of gaze behavior in facial emotion processing, which should be considered for future brain imaging studies. In addition, our results suggest that targeting gaze behavior in interventions might be potentially beneficial for disorders showing impairments associated with the processing of emotional faces. The relation between eye gaze, CU traits, and neural function in different diagnoses needs further clarification in larger samples.

Abstract

How do children allocate visual attention to scenes as they prepare to describe them multimodally in speech and co-speech gesture? In an eye-tracking study, Turkish-speaking 8-year-old children viewed four-picture displays depicting the same two objects in different spatial relations as they prepared to describe target pictures depicting left-right relations. Children's visual attention was sustained on the target picture when they were planning descriptions that expressed the spatial relation multimodally in speech and gesture, but not unimodally in speech only. This pattern persisted regardless of the semantic relation between speech and gesture (i.e., for both complementary gestures that disambiguated speech and redundant gestures that supplemented already unambiguous speech). Importantly, visual attention patterns did not differ across description types while children were previewing the displays before message preparation. These results indicate that multimodal message preparation might place different demands on visual attention than unimodal message preparation, possibly due to the affordances of gestures for expressing spatial relations.

Abstract

The philosopher G.E. Moore first observed that making a statement and then denying that one knows or believes that statement is unacceptable. For example, "It is raining, but I don’t think that" is defective. Across six experiments (n = 600), this study investigates the nature and extent of this unacceptability as a way to adjudicate between alternative theoretical explanations of this defectiveness. Results confirm that Moorean conjunctions are judged more acceptable than semantic contradictions (e.g., "It is raining, but it isn’t") but less so than felicitous conjunctions (e.g., "It is raining, but it’s okay"), and this is so regardless of whether Moorean conjunctions are produced by a person or by an artificial agent such as ChatGPT. However, if the first conjunct is anchored on a perspective other than the speaker’s, Moorean conjunctions increase in acceptability (e.g., "The train arrives at noon, but I think it won’t"). Several features can drive this perspective-shift, yet the acceptability of Moorean conjunctions did not match that of felicitous sentences in our sample. Our findings support the view that the unacceptability is a byproduct of mindreading, a key part of the social cognition that is crucial to using and understanding language.

Abstract

Background

Mastering gross motor abilities in early infancy and culturally defined actions (e.g. self-care routines) in late infancy can initiate cascading developmental changes that affect language learning. Here, we adopt a genetic perspective to investigate underlying processes, implicating either shared or “gateway” mechanisms, where the latter enable children to interact with their environment.
Methods

Selecting heritable traits (h2, heritability), we studied infant gross motor (6 months) and self-care/symbolic (15 months) skills as predictors of 10 language outcomes (15–38 months) in genotyped children from the Avon Longitudinal Study of Parents and Children (N ≤ 7,017). Language measures were combined into three interrelated language factors (LF) using structural equation modeling (SEM), corresponding to largely different age windows (LF15M, LF24M, LF38M, 51.3% total explained variance). Developmental genomic and non-genomic relationships across measures were dissected with Cholesky decompositions using genetic-relationship-matrix structural equation modeling (GRM-SEM) as part of a multivariate approach.
Results

Gross motor abilities at 6 months (h2 = 0.18 (SE = .06)) and self-care/symbolic actions at 15 months (h2 = 0.18 (SE = .06)) were modestly heritable, as well as the three derived language factor scores (LFS15M-h2 = 0.12 (SE = .05), LFS24M-h2 = 0.21 (SE = .06), LFS38M-h2 = 0.17 (SE = .05)), enabling genetic analyses. Developmental genetic models (GRM-SEM) showed that gross motor abilities (6 months) share genetic influences with self-care/symbolic actions (15 months, factor loading λ; λ = 0.22 (SE = .09)), but not with language performance (p ≥ .05). In contrast, genetic influences underlying self-care/symbolic actions, independent of early gross motor skills, were related to all three language factors (LFS15M-λ = 0.26 (SE = .09), LFS24M-λ = 0.28 (SE = .10), LFS38M-λ = 0.30 (SE = .10)). Multivariate models studying individual language outcomes provided consistent results, both for genomic and non-genomic influences.
Conclusions

Genetically encoded processes linking gross motor behaviour in young infants to self-care/symbolic actions in older infants are different from those linking self-care/symbolic actions to emerging language abilities. These findings are consistent with a developmental cascade where motor control enables children to engage in novel social interactions, but children's social learning abilities foster language development.

Abstract

This workshop proposes looking at errors in humans and robots. The workshop will focus along three axes: Human, Robot and Interaction induced errors. Errors in Human-Robot Interaction (HRI) pose a crucial challenge for the deployment of robots. Errors can affect the safety and trust of users, therefore it is important for empowering society that these robots can handle errors robustly. The workshop intends to foster interdisciplinary discussion among researchers in robotics, HCI, cognitive science, and social sciences, to encourage the development of robust, user-centered, and socially responsible HRI systems. The invited speakers, paper presentations and discussions will focus around topics of detecting errors, handling errors, adapting to errors, restoring trust, using intentional errors, communication strategies, issues of expectation as well as look at design, interdisciplinary and ethical approaches to research. In this way we will help inform research into errors, and develop robotic systems capable of robust interaction and collaboration.

Abstract

Various aspects of brain organization differ between the left and right hemispheres. Clues to the developmental origins of these asymmetries may be gained through associations with situs inversus totalis (SIT), a rare condition in which visceral organs are reversed on the left-right axis. In the largest previous brain imaging analyses of SIT (38 cases, 38 controls from Belgium), typical functional asymmetries such as left-hemisphere language dominance were mostly unaltered, but various aspects of asymmetrical cerebral structure - petalia, bending, and posterior venous anatomy – were often reversed in this condition. SIT can be a monogenic trait that arises from rare genetic variants, usually affecting motile cilia which help to create the embryonic left-right body axis. However, most SIT cases do not have obvious genetic causes and may arise from environmental or random effects during embryogenesis. We sequenced the genomes of 23 SIT cases and 23 controls from the Belgian brain imaging dataset and pooled with prior data from 15 cases and 15 controls. We aimed to discover whether there are altered brain asymmetries in SIT cases with disruptive DNA variants in ciliary genes, or in other types of genes, as compared to genetically unsolved cases. In total, 19 cases had likely causal variants affecting ciliary function, while 19 cases remained genetically unsolved. Functional and structural brain asymmetries were not significantly different in genetically solved versus unsolved SIT cases. Therefore, functional brain asymmetries seem largely independent of known mechanisms of visceral situs formation, while structural brain torque is altered in SIT regardless of the presence or absence of overt genetic causes.

Abstract

Aims and objectives:
Masked priming lexical decision research involving relatively high-proficient Japanese–English bilinguals suggests that past-tense and present-tense morphological connections (e.g., fell-FALL and looked-LOOK) are represented in their L2 (English) lexicons in a way that is similar to how they are represented in L1 (English) lexicons. The goal of the present research was to determine whether the same is true for low-proficient Japanese–English bilinguals.

Methodology:
Seventy-seven low-proficient Japanese–English bilinguals were tested in the masked priming lexical decision task. We manipulated the morphological or orthographic similarity between L2 English prime-target pairs.

Data and analysis:
We analyzed response latencies and error rates using (generalized) linear mixed-effects models.

Findings:
Although participants responded significantly faster to targets preceded by past-tense primes (e.g., fell-FALL and looked-LOOK) when compared to unrelated primes (e.g., slow-FALL and danger-LOOK), those priming effects were the same size as priming effects produced by orthographically similar primes (e.g., fill-FALL and lonely-LOOK), suggesting that the facilitation from past-tense primes is likely orthographic in nature. Nevertheless, the low-proficient bilinguals showed significant L2-L2 repetition priming (e.g., fall-FALL and look-LOOK), suggesting that, for those individuals, L2 (English) words are at least represented at the lexical level.

Originality:
The present study empirically confirmed a prediction, derived from a post hoc exploratory analysis in our previous research, that masked morphological priming effects are no larger than orthographic priming effects in low-proficient bilinguals. This indicates that a certain level of functional proficiency is required to observe morphological priming effects for Japanese–English bilinguals.

Implications:
Our results suggest that morphological connections in L2 are not yet established for low-proficient bilinguals, even when L2 words are lexically represented in their mental lexicon.

Abstract

Bilinguals use languages strategically and make decisions differently depending on the language context. Here, we explored whether verbal feedback modulates language use and risk-taking in bilinguals engaged in a coin-drawing game that incentivises lying. In the game, participants announced bets in Chinese or English, and feedback on the outcome of the current bet was given in the same language. They selected Chinese over English after receiving positive feedback in Chinese, and no language difference was found when feedback was provided in English. They also tended to take more risks after receiving positive than negative feedback. Furthermore, participants were more likely to switch from one language to the other following negative feedback as compared to positive feedback, and when telling the truth, they were faster after negative than positive feedback. Thus, the language in which bilinguals receive feedback constrains language use, which may have implications for understanding interactions in multilingual communities.

Abstract

This study investigates whether and, if so, how cognates facilitate lexical–semantic processing during early bilingual development. Additionally, we examine the interaction between the cognate facilitation effect (CFE) and bilingual experience factors, such as language proficiency, exposure, and age. We investigated language backgrounds and recorded event-related potentials during a semantic priming task in Dutch–German bilingual children. Most participants were Dutch-dominant, characterized by higher exposure and proficiency in Dutch. We compared the N400 response to target words preceded by semantically related cognate versus non-cognate primes. We found a reduced N400 effect (indexing cognate facilitation) only in the non-dominant language (nDL; German). Individual difference analyses further revealed that higher proficiency of nDL and increasing age attenuated the CFE. In contrast, higher cumulative exposure was associated with an amplified CFE. These findings suggest that cross-linguistic activation in lexical–semantic processing may benefit younger children with either lower proficiency or higher exposure to their non-dominant language during language processing. Together, the study offers direct neural evidence for bilingual cognate facilitation effects and highlights the importance of investigating interactions with external factors in early bilingualism. Future longitudinal research should examine whether cognate reliance serves as a temporary scaffolding mechanism for the acquisition of the non-dominant language.

Abstract

Growing up bilingual has a remarkable influence on language processing and brain development in children, yet a systematic neurobiological overview remains elusive. The current review addresses this gap by collecting, summarising, and critically examining findings on the effect of bilingual experience(s) on brain development and language processing in infants, toddlers, and children, with a focus on neurobiological methodologies. In this review, we scrutinise the developmental (neural) trajectories of early and late bilingual children, based on 94 peer-reviewed articles. In early-immersive bilinguals, dual-language input influences various aspects of early language development and processing. For instance, they initially demonstrate delayed perceptual narrowing compared to monolinguals. Subsequently, during semantic and syntactic processing, bilinguals often demonstrate behavioural performance comparable to monolinguals; however, neuroimaging studies consistently reveal additional recruitment of executive function regions beyond the canonical language network. Furthermore, early bilinguals and monolinguals exhibit numerous differences in brain structure and function, indicating ongoing neural refinement and potentially more efficient language processing. Regarding second-language learning children (L2 learners), the focus is on the interaction between neural adaptation and language input. As input and proficiency increase, L2 learners demonstrate more mature ERP responses and greater activation within language-specific brain regions. In sum, this review highlights the dynamic neuroplasticity and distinct neural mechanisms linked to the bilingual experience from infancy onward. Finally, this review provides a comprehensive literature overview of the developing bilingual brain, emphasising the substantial impact of bilingualism on both language-specific and general cognitive networks, and highlighting possible future directions.

Abstract

The present intervention study examines how parents' use of gestures changes the way they provide math talk to their children, and whether increased use of parental gestures promotes children's math skills. In this parent-administered book reading intervention study, three- to four-year old Turkish-speaking children (N = 56, Mage = 49.8 months, SD = 3.6) and their parents were randomly assigned to one of the following conditions: parents asked to use gestures while reading a numerical language book (NL + G, n = 19), parents asked not to use gestures while reading a numerical language book (NL-G, n = 18), no specific instruction on gesture use to parents while reading a book without numerical language (L, n = 19). Children were assessed on four math tasks (verbal counting, cardinality, nonverbal, and verbal arithmetic) before and after the intervention phase. Parents also read their assigned book to children in both the pre- and post-intervention sessions. Results showed that parents provided more math talk when they were assigned to NL + G and NL-G compared to L in the post-intervention reading session. Moreover, parents in the NL + G group provided more math talk than those in the NL-G group. Children assigned to the NL + G group showed better improvement in their verbal arithmetic skills than those in the NL-G group. No other significant improvements in child performance were found. These results suggest that parental gesture use was associated with higher levels of math input and children's math skills exclusively in the context of the verbal arithmetic task. The possible mechanisms and contributions of providing math talk to children through different modalities are discussed.

Abstract

Rhythm and language-related traits are phenotypically correlated, but their genetic overlap is largely unknown. Here, we leveraged two large-scale genome-wide association studies performed to shed light on the shared genetics of rhythm (N=606,825) and dyslexia (N=1,138,870). Our results reveal an intricate shared genetic and neurobiological architecture, and lay groundwork for resolving longstanding debates about the potential co-evolution of human language and musical traits.

Abstract

Introduction

Children's early language and communication skills are efficiently measured using parent report, for example, communicative development inventories (CDIs). These have scalable potential to determine risk of later language delay, and associations between delay and risk factors such as prematurity and poverty. However, there may be measurement difficulties in parent reports, including anomalous directions of association between child age/socioeconomic status and reported language. Findings vary on whether parents may report older infants as having smaller vocabularies than younger infants, for example.

Methods

We analysed data from the UK Communicative Development Inventory (Words and Gestures); UK-CDI (W&G) to determine whether anomalous associations would be replicated in this population, and/or with gesture. In total 1204 families of children aged 8–18 months (598 girls, matched to UK population for income, parental education and ethnicity as far as possible) completed Vocabulary and Gesture scales of the UK-CDI (W&G).

Results

Overall scores on the Gesture scale showed more significant relationships with biological risk factors including prematurity than did Vocabulary scores. Gesture also showed more straightforward relationships with social risk factors including income. Relationships between vocabulary and social risk factors were less straightforward; some at-risk groups reported higher vocabulary scores than other groups.

Discussion

We conclude that vocabulary report may be less accurate than gesture for this age. Parents have greater knowledge of language than gesture milestones, hence may report expectations for vocabulary, not observed vocabulary. We also conclude that gesture should be included in early language scales partly because of its greater, more straightforward association with many risk factors for language delay.

Abstract

Prediction in language is often about objects in the language users’ visual surroundings. Previous research suggests that linguistic working memory limitations in such task environments constrain language-mediated anticipatory eye movements. In this study, we investigated the effects of visuospatial cognitive load on language-mediated predictive eye gaze behaviour in a diverse group of L2 English speakers using the visual-world paradigm. Participants completed three levels of an increasingly difficult visuospatial working memory task before hearing either semantically constraining or unconstraining sentences, choosing an object best fitting the sentence, and completing the working memory task. Evidence of L2 anticipatory eye gaze was observed in all conditions. Importantly, a significant effect of difficulty, especially in the higher-load condition, suggests that increasing visuospatial working memory reduces anticipatory eye gaze. We close by discussing the importance of (visual) working memory in visual world studies and highlight the inherently integrative nature of predictive processing during language-vision interactions.

Abstract

Semantic knowledge is a defining property of human cognition, profoundly influenced by cultural experiences. In this study, we investigated whether literacy enhances lexical-semantic processing independently of schooling. Three groups of neurotypical adults - unschooled illiterates, unschooled ex-illiterates, and schooled literates - from the same residential and socioeconomic background in Portugal were tested on serial rapid automatized naming (RAN) and on discrete naming of everyday objects (concrete concepts) and basic color patches (abstract concepts). The performance of readers, whether schooled literate or unschooled exilliterate, was not affected by stimulus category, whereas illiterates were much slower on color than object naming, irrespective of task. This naming advantage promoted by literacy was not significantly mediated by vocabulary size. We conclude that literacy per se, regardless of schooling, contributes to faster naming of depicted concepts, particularly those of more abstract categories. Our findings provide further evidence that literacy influences cognition beyond the mere accumulation of knowledge: Literacy enhances the quality and efficiency of lexical-semantic representations and processing.

Abstract

Following Ariel (2021. Why it’s hard to construct ad hoc number concepts. In Caterina Mauri, Ilaria Fiorentini, & Eugenio Goria (eds.), Building categories in interaction: Linguistic resources at work, 439–462. Amsterdam: John Benjamins), we argue that number words manifest distinct distributional patterns from open-class lexical items. When modified, open-class words typically take selectors (as in kinda table), which select a subset of their potential denotations (e.g., “nonprototypical table”). They are typically not modified by loosening operators (e.g., approximately), since even if bare, typical lexemes can broaden their interpretation (e.g., table referring to a rock used as a table). Number words, on the other hand, have a single, precise meaning and denotation and cannot take a selector, which would need to select a subset of their (single) denotation (??kinda seven). However, they are often overtly broadened (approximately seven), creating a range of values around N. First, we extend Ariel’s empirical examination to the larger COCA and to Hebrew (HeTenTen). Second, we propose that open-class and number words belong to sparse versus dense lexical domains, respectively, because the former exhibit prototypicality effects, but the latter do not. Third, we further support the contrast between sparse and dense domains by reference to: synchronic word2vec models of sparse and dense lexemes, which testify to their differential distributions, numeral use in noncounting communities, and different renewal rates for the two lexical types.

Abstract

Explaining the origins of language is a key challenge in understanding ourselves as a species. We present an empirical framework that draws on synergies across fields to facilitate robust studies of language evolution. The approach is multifaceted, seeing language emergence as dependent on the convergence of multiple capacities, each with their own evolutionary trajectories. It is explicitly biocultural, recognizing and incorporating the importance of both biological preparedness and cultural transmission as well as interactions between them. We demonstrate this approach through three case studies that examine the evolution of different facets involved in human language (vocal production learning, linguistic structure, and social underpinnings).

Abstract

Children's emotional development is linked to language development for typically developing children and deaf children with native sign language exposure. However, approximately 90% of deaf children are born to hearing parents who are not familiar with sign language. These deaf children begin learning a sign language when they attend a school for the deaf. Late sign language exposure has negative consequences on several aspects of language development. We investigate whether acquiring sign language late affects children's emotion recall and channel of emotion expression. After watching a silent video depicting emotions, late- and native-signing deaf children retold the story in Turkish Sign Language. Results showed that late signers recalled fewer emotions and used fewer signs and facial expressions compared to native signers. Manual gestures (non-sign hand movements), head and body movements did not differ across groups. The findings suggest that late sign language acquisition negatively impacts deaf children's ability to recall and express emotions, highlighting the importance of early language exposure for the development of emotion recall.

Abstract

Selective serotonin reuptake inhibitors (SSRIs) are commonly prescribed to pregnant women due to their efficacy and safety profile, leading to potential exposure of the developing fetus and infant. Serotonin, which acts as a neurotransmitter in adults and is crucial for regulating male sexual behavior, also serves as a neurotrophic factor during early brain development. Yet, the long-term consequences of perinatal SSRI exposure on adult sexual functioning remain poorly understood. This study investigates the long-term effects of perinatal SSRI exposure on the sexual behavior of adult male rats in a seminatural environment. During pregnancy and lactating, mother rats were administered either fluoxetine (FLX, 10 mg/kg) or a control solution (CTR, 1 % Methylcellulose) daily via oral gavage. Upon reaching adulthood, male offspring were assessed for sexual performance in a semi-natural setting, where they lived in mixed-sex groups for eight days. Comprehensive observations of sexual, social, and conflict behaviors were scoring from the first to the last copulatory behavior during the period in which female rats were sexually receptive. Our findings reveal that perinatal FLX exposure significantly increases sexual behavior in adult male rats, as evidenced by a higher total number of copulatory behaviors. This suggests that elevated serotonin levels during early development have enduring consequences for male rat sexual behavior in adulthood, potentially enhancing reproductive strategies and success in naturalistic environments.

Abstract

Thematic roles in language (Agents, Patients) are considered to be hierarchically organized in terms of their salience, and this hierarchy is rooted in their counterparts as event participants in cognition. Here, we examine the relative salience of Agents over Patients in two-participant causative events in Turkish-speaking 3- to 5-year-old children. We also test if this asymmetry is modulated by the animacy of the Patient (human vs. inanimate object) and specific to the presence of a coherent event. In an eye-tracked change detection task, changes to Agents were detected more accurately (and after fewer fixations) than changes to inanimate Patients when there was a coherent event. This asymmetry disappeared when the Patient was animate (for accuracy) and when event coherence was disrupted (for both accuracy and fixations). These findings suggest an interplay of event roles and animacy in Agent preference.

Abstract

Many people have flipped coins but few have stopped to ponder the statistical and physical intricacies of the process. We collected 350,757 coin flips to test the counterintuitive prediction from a physics model of human coin tossing developed by Diaconis, Holmes, and Montgomery (DHM; 2007). The model asserts that when people flip an ordinary coin, it tends to land on the same side it started. Our data support this prediction: the coins landed on the same side more often than not, Pr⁡(same side)=0.508, 95% credible interval (CI) [0.506, 0.509], BFsame‐side bias=2359. Furthermore, the data revealed considerable between-people variation in the degree of this same-side bias. Our data also confirmed the generic prediction that when people flip an ordinary coin—with the initial side-up randomly determined—it is equally likely to land heads or tails:Pr⁡(heads)=0.500, 95% CI [0.498, 0.502], BFheads‐tails bias=0.182. Additional analyses revealed that the within-people same-side bias decreased as more coins were flipped, an effect that is consistent with the possibility that practice makes people flip coins in a less wobbly fashion. Our data therefore provide strong evidence that when some (but not all) people flip a fair coin, it tends to land on the same side it started. Supplementary materials for this article are available online, including a standardized description of the materials available for reproducing the work.

Abstract

There is an increasing trend towards evaluating NLP models with LLMs instead of human judgments, raising questions about the validity of these evaluations, as well as their reproducibility in the case of proprietary models. We provide JUDGE-BENCH, an extensible collection of 20 NLP datasets with human annotations covering a broad range of evaluated properties and types of data, and comprehensively evaluate 11 current LLMs, covering both open-weight and proprietary models, for their ability to replicate the annotations. Our evaluations show substantial variance across models and datasets. Models are reliable evaluators on some tasks, but overall display substantial variability depending on the property being evaluated, the expertise level of the human judges, and whether the language is human or model-generated. We conclude that LLMs should be carefully validated against human judgments before being used as evaluators.

Abstract

Humans acquire word knowledge through producing and comprehending spoken and written language. Word learning continues into adulthood and knowledge accumulates across the lifespan. Therefore, receptive vocabulary size is often conceived of as a proxy for linguistic experience and plays a central role in assessing individuals’ language proficiency. There is currently no valid open access test available for assessing receptive vocabulary size in German-speaking adults. We addressed this gap and developed the German Auditory and Image Vocabulary Test (GAudI). In the GAudI, participants are presented with spoken test words and have to indicate their meanings by selecting the corresponding picture from a set of four alternatives. Here we describe the development of the test and provide evidence for its validity. Specifically, we report a study in which 168 German-speaking participants completed the GAudI and five other tests tapping into linguistic experience: one test measuring print exposure, two tests measuring productive vocabulary, one test assessing knowledge of book language grammar, and a test of receptive vocabulary that was normed in adolescents. The psychometric properties of the GAudI and its relationships to the other tests demonstrate that it is a suitable tool for measuring receptive vocabulary size. We offer an open-access digital test environment that can be used for research purposes, accessible via https://ems13.mpi.nl/bq4_customizable_de/researchers_welcome.php.

Abstract

Individuals vary substantially in their language skills. The Individual Differences in Language Skills Test Battery (IDLaS) is a tool to assess variability in (1) linguistic experience, (2) general cognitive skills implicated in language, including nonverbal processing speed, working memory, and nonverbal reasoning, and (3) linguistic processing skills, including word- and sentence-level production and comprehension. The test battery was initially developed for Dutch language users. Building on this work, we recently developed a German version (IDLaS-DE). IDLaS-DE consists of 30 behavioral tests that have been validated in a large group of German speakers, aged between 18 and 30 years. In addition, we have developed a web platform that researchers interested in assessing language and general cognitive skills can use for their research purposes. Here, we provide a guide for creating and running customized studies online via this platform. The IDLaS-DE web platform and all its services are free of charge and accessible at https://www.mpi.nl/idlas-de.

Abstract

This chapter explores the fundamentals and recent advancements of diffusion-weighted imaging (DWI) and its primary application, tractography. Both have become indispensable in the research arena and are currently being integrated into the clinical world, especially for neurosurgery. These technologies provide rapid, in vivo mapping of white matter tracts, greatly assisting surgeons in pre-surgical planning and enabling them to offer patients more precise prognostic information, thereby enhancing the process of informed decision-making. Despite nearly three decades of use in research and the development of sophisticated mapping techniques, the adoption of contemporary tractography methods in clinical settings has been slow. Here, we aim to provide a comprehensive understanding of DWI’s basic principles, shed light on advanced methodologies that surpass the traditional diffusion tensor model, and discuss the clinical integration of tractography. Our objective is to advocate for incorporating newer tractography techniques into standard clinical practice.

Abstract

Literacy is a significant predictor of important life outcomes, such as attained education and income (Ritchie and Bates in Psychol Sci 24(7):1301–1308, 2013. 10.1177/0956797612466268) yet difficulties in reading and spelling are common. Both genetic and environmental factors account for individual differences in reading and spelling abilities (Little et al. in Behav Genet 47:52–76, 2017. 10.1007/s10519-016-9810-6), but there is some evidence that genetic factors can be moderated by environmental factors, many of which relate to differences in socio-economic status (SES). Studies in the US indicate that the heritability of reading and spelling abilities is higher in higher SES environments (Hart et al. in J Child Psychol Psychiatry 54(10):1047–1055, 2013. 10.1111/jcpp.12083; Friend et al. in Psychol Sci 19(11), 2008. 10.1111/j.1467-9280.2008.02213.x). Because countries differ in terms of factors such as education access and social mobility, the genetics (or simply gene) x SES interaction may or may not be present in other populations. Here, we utilise summary statistics from a well-powered genome-wide association study on dyslexia (Doust et al. in Nat Genet 54:1621–1629, 2022. 10.1038/s41588-022-01192-y) to construct polygenic indices in two cohorts of children/adolescents in Australia (N = 1315) and the United Kingdom (N = 5461 at age 7; N = 4306 at age 16), and test whether the effect of measured genes on variation in reading ability is moderated by family SES. While polygenic indices and SES both showed statistically significant effects on reading and spelling performance, no interaction effect was found. These results are contrary to results of some twin studies in the United States that have found an interaction effect. Yet, these findings support the broader literature on gene x SES interaction that mostly report no such interaction in other cognitive traits outside the United States suggesting country differences in how strongly SES relates to education quality.

Abstract

Humans engage with music for various reasons that range from emotional regulation and relaxation to social bonding. While there are large inter-individual differences in how much humans enjoy music, little is known about the origins of those differences. Here, we disentangle the genetic factors underlying such variation. We collect data on several facets of music reward sensitivity, as measured by the Barcelona Music Reward Questionnaire, plus music perceptual abilities and general reward sensitivity from a large sample of Swedish twins (N = 9169; 2305 complete pairs). We estimate that genetic effects contribute up to 54% of the variability in music reward sensitivity, with 70% of these effects being independent of music perceptual abilities and general reward sensitivity. Furthermore, multivariate analyses show that genetic and environmental influences on the different facets of music reward sensitivity are partly distinct, uncovering distinct pathways to music enjoyment and different patterns of genetic associations with objectively assessed music perceptual abilities. These results paint a complex picture in which partially distinct sources of variation contribute to different aspects of musical enjoyment.

Abstract

Top-down effects of larger-grained linguistic chunks on their smaller-grained constituent parts have been established in both reading and speaking. However, typing as a domain of language production has been less thoroughly investigated in this regard. In the current paper, we present a copy task in which participants were shown a stimulus and asked to type it. Their keystrokes were recorded, allowing insight into both typing fluency (in interkey intervals, or IKIs) and latency to typing onset (in response times, or RTs). Critically, stimuli varied in both lexical status (words vs. non-words) and collocational status (frequently co-occurring vs. novel word pairs). As expected, non-words were reacted to and typed more slowly than words. At the group level, collocated word pairs were initiated and typed slightly faster than non-collocated pairs, but this effect was not statistically significant. However, evidence emerged for considerable individual differences in the trade-off between RTs and IKIs, suggesting that typers differ in the stage at which they benefit from top-down facilitation when typing collocated word pairs. This complements previous research on top-down effects and is consistent with the view that the mental processing blocks supporting written language production and comprehension may align—though the extent and timing of such alignment appear to vary across individuals.

Abstract

When faced with an ambiguous novel word such as ‘ranana’, how do listeners decide whether they heard a mispronunciation of a familiar target (‘banana’) or a label for an unfamiliar novel item? We examined this question by combining visual-world eye-tracking with an offline forced-choice judgment paradigm. In two studies, we show evidence that participants entertain repair and novel label interpretations of novel words that were created by editing a familiar target word in multiple phonetic features (Experiment 1) or a single phonetic feature (Experiment 2). Repair (‘ranana’ = a banana) and learning (‘ranana’ = a novel referent) were both common interpretation strategies, and learning was strongly associated with visual attention to the novel image after it was referred to in a sentence. This indicates that repair and learning are both valid strategies for understanding novel words that depend upon a set of similar mechanisms, and suggests that attention during listening is causally related to whether one learns or repairs.

Abstract

Language processing is rapidly incremental, but evidence bearing upon this assumption comes from very few languages. In this paper we report on a study of incremental processing in Murrinhpatha, a polysynthetic Australian language, which expresses complex sentence-level meanings in a single verb, the full meaning of which is not clear until the final morph. Forty native Murrinhpatha speakers participated in a visual world eyetracking experiment in which they viewed two complex scenes as they heard a verb describing one of the scenes. The scenes were selected so that the verb describing the target scene had either no overlap with a possible description of the competitor image, or overlapped from the start (onset overlap) or at the end of the verb (rhyme overlap). The results showed that, despite meaning only being clear at the end of the verb, Murrinhpatha speakers made incremental predictions that differed across conditions. The findings demonstrate that processing in polysynthetic languages is rapid and incremental, yet unlike in commonly studied languages like English, speakers make parsing predictions based on information associated with bound morphs rather than discrete words.

Abstract

Human communication is inherently multimodal. Auditory speech, but also visual cues can be used to understand another talker. Most studies of audiovisual speech perception have focused on the perception of speech segments (i.e., speech sounds). However, less is known about the influence of visual information on the perception of suprasegmental aspects of speech like lexical stress. In two experiments, we investigated the influence of different visual cues (e.g., facial articulatory cues and beat gestures) on the audiovisual perception of lexical stress. We presented auditory lexical stress continua of disyllabic Dutch stress pairs together with videos of a speaker producing stress on the first or second syllable (e.g., articulating VOORnaam or voorNAAM). Moreover, we combined and fully crossed the face of the speaker producing lexical stress on either syllable with a gesturing body producing a beat gesture on either the first or second syllable. Results showed that people successfully used visual articulatory cues to stress in muted videos. However, in audiovisual conditions, we were not able to find an effect of visual articulatory cues. In contrast, we found that the temporal alignment of beat gestures with speech robustly influenced participants' perception of lexical stress. These results highlight the importance of considering suprasegmental aspects of language in multimodal contexts.

Abstract

Speech is inherently variable, requiring listeners to apply adaptation mechanisms to deal with the variability. A proposed perceptual adaptation mechanism is recalibration, whereby listeners learn to adjust cognitive representations of speech sounds based on disambiguating contextual information. Most studies on the role of recalibration in speech perception have focused on variability in particular speech segments (e.g., consonants/vowels), and speech has mostly been studied with a focus on talking heads. However, speech is often accompanied by visual bodily signals like hand gestures, and is thus multimodal. Moreover, variability in speech extends beyond segmental aspects alone and also affects prosodic aspects, like lexical stress. We currently do not understand well how listeners adjust their representations of lexical stress patterns to different speakers. In four experiments, we investigated recalibration of lexical stress perception, driven by lexico-orthographical information (Experiment 1) and by manual beat gestures (Experiments 2–4). Across experiments, we observed that these two types of disambiguating information (presented in an audiovisual exposure phase) led listeners to adjust their representations of lexical stress, with lasting consequences for subsequent spoken word recognition (in an audio-only test phase). However, evidence for generalization of this recalibration to new words was only found in the third experiment, suggesting that generalization may be limited. These results highlight that recalibration is a plausible mechanism for suprasegmental speech adaption in everyday communication and show that even the timing of simple hand gestures can have a lasting effect on auditory speech perception.

Abstract

Speech comprehension involves more than just identifying speech sounds. It also requires the use of prosodic cues, which can be conveyed auditorily (e.g., intonation), but also visually (e.g., prominence-lending beat gestures). Prior studies on unimodal speech emphasize the critical role of prosody in comprehension, in higher level processing (e.g., pragmatics), and even in lexical access. For instance, people are faster at identifying a word when it is prosodically accented than when it is unaccented. This study tested whether beat gestures, serving as visual prominence cues, can similarly aid lexical access even in situations where other cues are already highly supportive of word recognition (e.g., semantically constraining sentences). Moreover, we investigated if this facilitation effect would be modulated by the (mis)alignment of the beat gesture with the word-internal prominence (i.e., stressed syllables). To answer this question, we presented participants with videos of a talker producing semantically constraining sentences containing a critical disyllabic sentence-final target in a lexical decision task. The target was either produced without a gesture or accompanied by a beat gesture aligned to the stressed or unstressed syllable. Response times showed that participants were generally faster when the target was presented together with a beat gesture, regardless of its within-word alignment. Moreover, we found that this facilitatory effect was larger for words than pseudowords. These results provide evidence that beat gestures—even when they are not essential for successful speech comprehension—affect lexical access in highly constraining contexts.