Publications

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Selected papers from the 18th International Conference on Historical Linguistics, Montreal, 6-11 August 2007

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Synaesthesia is a condition in which stimulation of one sensory modality (e.g. hearing) causes additional experiences in a second, unstimulated modality (e.g. seeing colours). The goal of this task is to explore the types (and incidence) of synaesthesia in different cultures. Two simple tests can ascertain the existence of synaesthesia in your community.

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Rede uitgesproken bij de aanvaarding van het ambt van hoogleraar Leren en plasticiteit aan de Faculteit der Sociale Wetenschappen van de Radboud Universiteit Nijmegen op donderdag 1 oktober 2009

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The present study examines young children's uses of semantically specific and general relational containment terms (e.g. in, enter) in Hindi and Tzeltal, and the extent to which their usage patterns are influenced by input frequency. We hypothesize that if children have a preference for relational terms that are semantically specific, this will be reflected in early acquisition of more semantically specific expressions and underextension of semantically general ones, regardless of the distributional patterns of use of these terms in the input. Our findings however show a strong role for input frequency in guiding children's patterns of use of containment terms in the two languages. Yet language-specific lexicalization patterns play a role as well, since object-specific containment verbs are used as early as the semantically general 'enter' verb by children acquiring Tzeltal.

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It has long been hypothesised that the human faculty to acquire a language is in some way encoded in our genetic program. However, only recently has genetic evidence been available to begin to substantiate the presumed genetic basis of language. Here we review the first data from molecular genetic studies showing association between gene variants and language disorders (specific language impairment, speech sound disorder, developmental dyslexia), we discuss the biological function of these genes, and we further speculate on the more general question of how the human genome builds a brain that can learn a language.

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The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

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Relatively little work has examined the function of gaze in interaction. Previous research has mainly addressed issues such as next speaker selection (e.g. Lerner 2003) or engagement and disengagement in the conversation (Goodwin 1981). It has looked for gaze behavior in relation to the roles participants are enacting locally, (e.g., speaker or hearer) and in relation to the unit “turn” in the turn taking system (Goodwin 1980, 1981; Kendon 1967). In his seminal work Kendon (1967) claimed that “there is a very clear and quite consistent pattern, namely, that [the speaker] tends to look away as he begins a long utterance, and in many cases somewhat in advance of it; and that he looks up at his interlocutor as the end of the long utterance approaches, usually during the last phase, and he continues to look thereafter.” Goodwin (Goodwin 1980) introducing the listener into the picture proposed the following two rules: Rule1: A speaker should obtain the gaze of his recipient during the course of a turn of talk. Rule2: a recipient should be gazing at the speaker when the speaker is gazing at the hearer. Rossano’s work (2005) has suggested the possibility of a different level of order for gaze in interaction: the sequential level. In particular he found that gaze withdrawal after sustained mutual gaze tends to occur at sequence possible completion and if both participants withdraw the sequence is complete. By sequence here we refer to a unit that is structured around the notion of adjacency pair. The latter refers to two turns uttered by different speakers orderly organized (first part and second part) and pair type related (greeting-greeting, question-answer). These two turns are related by conditional relevance (Schegloff 1968) that is to say that the first part requires the production of the second and the absence of the latter is noticeable and accountable. Question-anwers are very typical examples of adjacency pairs. In this paper we compare the use of gaze in question-answer sequences in three different populations: Italians, speakers of Mayan Tzeltal (Mexico) and speakers of Yeli Ndye (Russel Island, Papua New Guinea). Relying mainly on dyadic interactions and ordinary conversation we will provide a comparison of the occurrence of gaze in each turn (to compare with the claims of Goodwin and Kendon) and we will describe whether gaze has any effect on the other participant response and whether it persists also during the answer. The three languages and cultures that will be compared here belong to three different continents and have been previously described as potentially following opposite rules: for speakers of Italian and Yeli Ndye unproblematic and preferred engagement of mutual gaze while for speakers of Tzeltal strong mutual gaze avoidance. This paper tries to provide an accurate description of their gaze behavior in this specific type of sequential conversation.

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Little is known about cultural differences in interactional practices with infants. The goal of this task is to document the nature and emergence of caregiver-infant interaction/ communication in different cultures. There are two tasks: Task 1 – a brief documentation about the culture under investigation with respect to infant-caregiver interaction and parental beliefs. Task 2 – the “decorated room”, a task designed to elicit infant and caregiver.

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The goal of this task is to investigate emotional categories across linguistic and cultural boundaries. There are three core tasks. In order to conduct this task you will need emotional vocalisation stimuli on your computer and you must translate the scenarios at the end of this entry into your local language.

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Humans express emotional information in their facial expressions and body movements, as well as in their voice. In this chapter we consider the neural processing of a specific kind of vocal expressions, non-verbal emotional vocalizations e.g. laughs and sobs. We outline evidence, from patient studies and functional imaging studies, for both emotion specific and more general processing of emotional information in the voice. We relate these findings to evidence for both basic and dimensional accounts of the representations of emotion. We describe in detail an fMRI study of positive and negative non-verbal expressions of emotion, which revealed that prefrontal areas involved in the control of oro-facial movements were also sensitive to different kinds of vocal emotional information.

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This article provides a brief introduction into field research, its aims, its methods and the various phases of fieldwork.

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This paper presents a project which tests the hypothesis of the universality of facial expressions of emotions crossculturally and crosslinguistically. First results are presented which contradict the hypothesis.