Publications

Abstract

Cognitive anthropology is in need of a theory that extends beyond cultural model theory and explains both how culture has transformed human cognition and the curious ontology of culture itself, for, as Durkheim insisted, culture cannot be reduced to psychology. This chapter promotes a framework that deals with both the evolutionary question and the ontological problem. It is argued that at least a central part of culture should be conceived of in terms of cognitive technology. Beginning with obvious examples of cognitive artifacts, like those used in measurement, way-finding, time-reckoning and numerical calculation, the chapter goes on to consider extensions to our communication systems, emotion-modulating systems and the cognitive division of labor. Cognitive artifacts form ‘coupled systems’ that amplify individual psychology, lying partly outside the head, and are honed by cultural evolution. They make clear how culture gave human cognition an evolutionary edge.

Abstract

The past year has seen a steep rise in generative AI systems that claim to be open. But how open are they really? The question of what counts as open source in generative AI is poised to take on particular importance in light of the upcoming EU AI Act that regulates open source systems differently, creating an urgent need for practical openness assessment. Here we use an evidence-based framework that distinguishes 14 dimensions of openness, from training datasets to scientific and technical documentation and from licensing to access methods. Surveying over 45 generative AI systems (both text and text-to-image), we find that while the term open source is widely used, many models are `open weight' at best and many providers seek to evade scientific, legal and regulatory scrutiny by withholding information on training and fine-tuning data. We argue that openness in generative AI is necessarily composite (consisting of multiple elements) and gradient (coming in degrees), and point out the risk of relying on single features like access or licensing to declare models open or not. Evidence-based openness assessment can help foster a generative AI landscape in which models can be effectively regulated, model providers can be held accountable, scientists can scrutinise generative AI, and end users can make informed decisions.

Abstract

Speakers and listeners show an informativity bias in the use and interpretation of color modifiers. For example, speakers use color more often when referring to objects that vary in color than to objects with a prototypical color. Likewise, listeners look away from objects with prototypical colors upon hearing that color mentioned. Here we test whether speakers and listeners account for another factor related to informativity: the strength of the association between lexical categories and color. Our results demonstrate that speakers and listeners' choices are indeed influenced by this factor; as such, it should be integrated into current pragmatic theories of informativity and computational models of color reference.

Abstract

Human conversations are inherently multimodal, including auditory speech, visual articulatory cues, and hand gestures. Recent studies demonstrated that the timing of a simple up-and-down hand movement, known as a beat gesture, can affect speech perception. A beat gesture falling on the first syllable of a disyllabic word induces a bias to perceive a strong-weak stress pattern (i.e., “CONtent”), while a beat gesture falling on the second syllable combined with the same acoustics biases towards a weak-strong stress pattern (“conTENT”). This effect, termed the “manual McGurk effect”, has been studied in both in-lab and online studies, employing standard experimental sessions lasting approximately forty minutes. The present work tests whether the manual McGurk effect can be observed in an online short version (“mini-test”) of the original paradigm, lasting only ten minutes. Additionally, we employ two different response modalities, namely a two-alternative forced choice and a visual analog scale. A significant manual McGurk effect was observed with both response modalities. Overall, the present study demonstrates the feasibility of employing a ten-minute manual McGurk mini-test to obtain a measure of gesture-speech integration. As such, it may lend itself for inclusion in large-scale test batteries that aim to quantify individual variation in language processing.

Abstract

The results of a word-spotting experiment are presented in which Dutch listeners tried to spot different types of bisyllabic Dutch words embedded in different types of nonsense contexts. Embedded verbs were not reliably harder to spot than embedded nouns; this suggests that nouns and verbs are recognised via the same basic processes. Iambic words were no harder to spot than trochaic words, suggesting that trochaic words are not in principle easier to recognise than iambic words. Words were harder to spot in consonantal contexts (i.e., contexts which themselves could not be words) than in longer contexts which contained at least one vowel (i.e., contexts which, though not words, were possible words of Dutch). A control experiment showed that this difference was not due to acoustic differences between the words in each context. The results support the claim that spoken-word recognition is sensitive to the viability of sound sequences as possible words.

Abstract

With the recent advancements in the field of robotics and the increased focus on having general-purpose robots widely available to the general public, it has become increasingly necessary to pursue research into Human-robot interaction (HRI). While there have been a lot of works discussing frameworks for teaching HRI in educational institutions with a few institutions already offering courses to students, a consensus on the course content still eludes the field. In this work, we highlight a few challenges and opportunities while designing an HRI course from an Indian perspective. These topics warrant further deliberations as they have a direct impact on the design of HRI courses and wider implications for the entire field.

Abstract

The human language processor is conceived as a system that consists of several interrelated subsystems. Each subsystem performs a specific task in the complex process of language comprehension and production. A subsystem receives a particular input, performs certain specific operations on this input and yields a particular output. The subsystems can be characterized in terms of the transformations that relate the input representations to the output representations. An important issue in describing the language processing system is to identify the subsystems and to specify the relations between the subsystems. These relations can be conceived in two different ways. In one conception the subsystems are autonomous. They are related to each other only by the input-output channels. The operations in one subsystem are not affected by another system. The subsystems are modular, that is they are independent. In the other conception, the different subsystems influence each other. A subsystem affects the processes in another subsystem. In this conception there is an interaction between the subsystems.

Abstract

Dutch and Spanish differ in how predictable the stress pattern is as a function of the segmental content: it is correlated with syllable weight in Dutch but not in Spanish. In the present study, two experiments were run to compare the abilities of Dutch and Spanish speakers to separately process segmental and stress information. It was predicted that the Spanish speakers would have more difficulty focusing on the segments and ignoring the stress pattern than the Dutch speakers. The task was a speeded classification task on CVCV syllables, with blocks of trials in which the stress pattern could vary versus blocks in which it was fixed. First, we found interference due to stress variability in both languages, suggesting that the processing of segmental information cannot be performed independently of stress. Second, the effect was larger for Spanish than for Dutch, suggesting that that the degree of interference from stress variation may be partially mitigated by the predictability of stress placement in the language.

Abstract

Natural speech involves repair. These repairs are often highlighted through prosodic marking (Levelt & Cutler, 1983). Prosodic marking usually entails an increase in pitch, loudness, and/or duration that draws attention to the corrected word. While it is established that natural self-repairs typically elicit prosodic marking, the exact cause of this is unclear. This study investigates whether producing a prosodic marking emerges from an automatic correction process or has a communicative purpose. In the current study, we elicit corrections to test whether all self-corrections elicit prosodic marking. Participants carried out a picture-naming task in which they described two images presented on-screen. To prompt self-correction, the second image was altered in some cases, requiring participants to abandon their initial utterance and correct their description to match the new image. This manipulation was compared to a control condition in which only the orientation of the object would change, eliciting no self-correction while still presenting a visual change. We found that the replacement of the item did not elicit a prosodic marking, regardless of the type of change. Theoretical implications and research directions are discussed, in particular theories of prosodic planning.

Abstract

It has been shown that when speakers produce hand gestures, addressees are attentive towards these gestures, using them to facilitate speech processing. Even relatively simple “beat” gestures are taken into account to help process aspects of speech such as prosodic prominence. In fact, recent evidence suggests that the timing of a beat gesture can influence spoken word recognition. Termed the manual McGurk Effect, Dutch participants, when presented with lexical stress minimal pair continua in Dutch, were biased to hear lexical stress on the syllable that coincided with a beat gesture. However, little is known about how this manual McGurk effect would surface in languages other than Dutch, with different acoustic cues to prominence, and variable gestures. Therefore, this study tests the effect in Spanish where lexical stress is arguably even more important, being a contrastive cue in the regular verb conjugation system. Results from 24 participants corroborate the effect in Spanish, namely that when given the same auditory stimulus, participants were biased to perceive lexical stress on the syllable that visually co-occurred with a beat gesture. These findings extend the manual McGurk effect to a different language, emphasizing the impact of gestures' timing on prosody perception and spoken word recognition.

Abstract

Recent research on multimodal language production has revealed that prominence in speech and gesture go hand-in-hand. Specifically, peaks in gesture (i.e., the apex) seem to closely coordinate with peaks in fundamental frequency (F0). The nature of this relationship may also be bi-directional, as it has also been shown that the production of gesture directly affects speech acoustics. However, most studies on the topic have largely focused on stress-based languages, where fundamental frequency has a prominence-lending function. Less work has been carried out on lexical tone languages such as Mandarin, where F0 is lexically distinctive. In this study, four native Mandarin speakers were asked to produce single monosyllabic CV words, taken from minimal lexical tone triplets (e.g., /pi1/, /pi2/, /pi3/), either with or without a beat gesture. Our analyses of the timing of the gestures showed that the gesture apex most stably occurred near vowel onset, with consonantal duration being the strongest predictor of apex placement. Acoustic analyses revealed that words produced with gesture showed raised F0 contours, greater intensity, and shorter durations. These findings further our understanding of gesture-speech alignment in typologically diverse languages, and add to the discussion about multimodal prominence.

Abstract

We investigated the relationship between visual experience and pragmatic development by testing the socio-communicative skills of a unique population: the Prakash children of India, who received treatment for congenital cataracts after years of visual deprivation. Using two different referential communication tasks, our study investigated Prakash' children ability to produce sufficiently informative referential expressions (e.g., ‘the green pear' or ‘the small plate') and pay attention to their interlocutor's face during the task (Experiment 1), as well as their ability to recognize a speaker's referential intent through non-verbal cues such as head turning and pointing (Experiment 2). Our results show that Prakash children have strong pragmatic skills, but do not look at their interlocutor's face as often as neurotypical children do. However, longitudinal analyses revealed an increase in face fixations, suggesting that over time, Prakash children come to utilize their improved visual skills for efficient referential communication.

Abstract

Despite decades of study, we still know less than we would like about the association between joint attention (JA) and language acquisition. This is partly because of disagreements on how to operationalise JA. In this study, we examine the impact of applying two different, influential JA operationalisation schemes to the same dataset of child-caregiver interactions, to determine which yields a better fit to children's later vocabulary size. Two coding schemes— one defining JA in terms of gaze overlap and one in terms of social aspects of shared attention—were applied to video-recordings of dyadic naturalistic toy-play interactions (N=45). We found that JA was predictive of later production vocabulary when operationalised as shared focus (study 1), but also that its operationalisation as shared social awareness increased its predictive power (study 2). Our results emphasise the critical role of methodological choices in understanding how and why JA is associated with vocabulary size.

Abstract

The human brain deals with the infinite variability of speech through multiple mechanisms. Some of them rely solely on information in the speech input (i.e., signal-driven) whereas some rely on linguistic or real-world knowledge (i.e., knowledge-driven). Many signal-driven perceptual processes rely on the enhancement of acoustic differences between incoming speech sounds, producing contrastive adjustments. For instance, when an ambiguous voiceless fricative is preceded by a high fundamental frequency (f0) sentence, the fricative is perceived as having lower a spectral center of gravity (CoG). However, it is not clear whether knowledge of a talker’s typical f0 can lead to similar contrastive effects. This study investigated a possible talker f0 effect on fricative CoG perception. In the exposure phase, two groups of participants (N=16 each) heard the same talker at high or low f0 for 20 minutes. Later, in the test phase, participants rated fixed-f0 /?ɔk/ tokens as being /sɔk/ (i.e., high CoG) or /ʃɔk/ (i.e., low CoG), where /?/ represents a fricative from a 5-step /s/-/ʃ/ continuum. Surprisingly, the data revealed the opposite of our contrastive hypothesis, whereby hearing high f0 instead biased perception towards high CoG. Thus, we demonstrated that talker f0 information affects fricative CoG perception.

Abstract

Pitch, intonation, and speech rate were analyzed in a collection of everyday speech heard by one Dutch infant between the ages of six and nine months. Components of each of these variables were measured in the speech of three adult speakers (mother, father, baby-sitter) when they addressed the infant, and when they addressed another adult. The results are in line with previously reported findings which are usually based on laboratory or prearranged settings: infant-directed speech in a natural setting exhibits more pitch variation, a larger number of simple intonation contours, and slower speech rate than does adult-directed speech.

Abstract

Dutch distinguishes at least four sentence types: statements and questions, the latter type being subdivided into wh-questions (beginning with a question word), yes/no-questions (with inversion of subject and finite), and declarative questions (lexico-syntactically identical to statement). Acoustically, each of these (sub)types was found to have clearly distinct global F0-patterns, as well as a characteristic distribution of final rises [1,2]. The present paper explores the separate contribution of parameters of global downtrend and size of accent-lending pitch movements versus aspects of the terminal rise to the human identification of the four sentence (sub)types, at various positions in the time-course of the utterance. The results show that interrogativity in Dutch can be identified at an early point in the utterance. However, wh-questions are not distinct from statements.

Abstract

Contrastive pitch accents can mark sentence elements occupying parallel roles. In “Mary kissed John, not Peter”, a pitch accent on Mary or John cues the implied syntactic role of Peter. Van der Burght, Friederici, Goucha, and Hartwigsen (2021) showed that listeners can build expectations concerning syntactic and semantic properties of upcoming words, derived from pitch accent information they heard previously. To further explore these expectations, we attempted a partial replication of the original German study in Dutch. In the experimental sentences “Yesterday, the police officer arrested the thief, not the inspector/murderer”, a pitch accent on subject or object cued the subject/object role of the ellipsis clause. Contrasting elements were additionally cued by the thematic role typicality of the nouns. Participants listened to sentences in which the ellipsis clause was omitted and selected the most plausible sentence-final noun (presented visually) via button press. Replicating the original study results, listeners based their sentence-final preference on the pitch accent information available in the sentence. However, as in the original study, individual differences between listeners were found, with some following prosodic information and others relying on a structural bias. The results complement the literature on ellipsis resolution and on interindividual variability in cue weighting.

Abstract

Recent studies using phoneme detection tasks have shown that spoken-language processing is neither facilitated nor interfered with by optional assimilation, but is inhibited by violation of obligatory assimilation. Interpretation of these results depends on an assessment of their generality, specifically, whether they also obtain when listeners are processing nonnative language. Two separate experiments are presented in which native listeners of German and native listeners of Dutch had to detect a target fricative in legal monosyllabic Dutch nonwords. All of the nonwords were correct realisations in standard Dutch. For German listeners, however, half of the nonwords contained phoneme strings which violate the German fricative assimilation rule. Whereas the Dutch listeners showed no significant effects, German listeners detected the target fricative faster when the German fricative assimilation was violated than when no violation occurred. The results might suggest that violation of assimilation rules does not have to make processing more difficult per se.

Abstract

Early word learning involves mapping individual words to their meanings and building organized semantic representations among words. Previous corpus-based studies (e.g., using text from websites, newspapers, child-directed speech corpora) demonstrated that linguistic information such as word co-occurrence alone is sufficient to build semantically organized word knowledge. The present study explored two new research directions to advance understanding of how infants acquire semantically organized word knowledge. First, infants in the real world hear words surrounded by contextual information. Going beyond inferring semantic knowledge merely from language input, we examined the role of extra-linguistic contextual information in learning semantic knowledge. Second, previous research relies on large amounts of linguistic data to demonstrate in-principle learning, which is unrealistic compared with the input children receive. Here, we showed that incorporating extra-linguistic information provides an efficient mechanism through which semantic knowledge can be acquired with a small amount of data infants perceive in everyday learning contexts, such as toy play.

Abstract

Prosodic prominence can enhance memory for the prominent words. This mnemonic benefit has been linked to listeners’ allocation of attention and deeper processing, which leads to more robust semantic representations. We investigated whether, in addition to the well-established effect at the semantic level, there was a memory benefit for prominent words at the phonological level. To do so, participants (48 native speakers of Dutch), first performed an accent judgement task, where they had to discriminate accented from unaccented words, and accented from unaccented pseudowords. All stimuli were presented in lists. They then performed an old/new recognition task for the stimuli. Accuracy in the accent judgement task was equally high for words and pseudowords. In the recognition task, performance was, as expected, better for words than pseudowords. More importantly, there was an interaction of accent with word type, with a significant advantage for accented compared to unaccented words, but not for pseudowords. The results confirm the memory benefit for accented compared to unaccented words seen in earlier studies, and they are consistent with the view that prominence primarily affects the semantic encoding of words. There was no evidence for an additional memory benefit arising at the phonological level.

Abstract

In Swedish, words are associated with either of two pitch contours known as Accent 1 and Accent 2. Using a psychometric test, we investigated how listeners judge pitch accent violations while interpreting discourse. Forty native speakers of Central Swedish were presented with auditory dialogues, where test words were appropriately or inappropriately accented in a given context, and asked to judge the correctness of sentences containing the test words. Data indicated a statistically significant effect of wrong accent pattern on the correctness judgment. Both Accent 1 and Accent 2 violations interfered with the coherent interpretation of discourse and were judged as incorrect by the listeners. Moreover, there was a statistically significant difference in the perceived correctness between the accent patterns. Accent 2 violations led to a lower correctness score compared to Accent 1 violations, indicating that the listeners were more sensitive to pitch accent violations in Accent 2 words than in Accent 1 words. This result is in line with the notion that Accent 2 is marked and lexically represented in Central Swedish. Taken together, these findings indicate that listeners use both Accent 1 and Accent 2 to arrive at the correct interpretation of the linguistic input, while assigning varying degrees of relevance to them depending on their markedness.