Publications

Abstract

It is usually assumed that the language spoken by a human community is independent of the community's genetic makeup, an assumption supported by an overwhelming amount of evidence. However, the possibility that language is influenced by its speakers' genes cannot be ruled out a priori, and a recently discovered correlation between the geographic distribution of tone languages and two human genes seems to point to a genetically influenced bias affecting language. This entry describes this specific correlation and highlights its major implications. Voice pitch has a variety of communicative functions. Some of these are probably universal, such as conveying information about the speaker's sex, age, and emotional state. In many languages, including the European languages, voice pitch also conveys certain sentence-level meanings such as signaling that an utterance is a question or an exclamation; these uses of pitch are known as intonation. Some languages, however, known as tone languages, nian ...

Abstract

Linguistic skills are primarily tuned to the proper conduct of conversation. The innate ability to converse has provided species with a capacity to share moods, attitudes, and information of almost any kind, to assemble knowledge and skills, to plan coordinated action, to educate its offspring, in short, to create and transmit culture. In conversation the interlocutors are involved in negotiating meaning. Speaking is most complex cognitive-motor skill. It involves the conception of an intention, the selection of information whose expression will make that intention recognizable, the selection of appropriate words, the construction of a syntactic framework, the retrieval of the words’ sound forms, and the computation of an articulatory plan for each word and for the utterance as a whole. The question where communicative intentions come from is a psychodynamic question rather than a psycholinguistic one. Speaking is a form of social action, and it is in the context of action that intentions, goals, and subgoals develop.

Abstract

This questionnaire is designed to explore how spatial relations are encoded in Australian language, but may be of interest to researchers further afield.

Abstract

This questionnaire is designed to explore how spatial relations are encoded in Australian language, but may be of interest to researchers further afield.

Abstract

Since the core matrix for language use is interaction, the main job of language
is not to express propositions or abstract meanings, but to deliver actions.
For in order to respond in interaction we have to ascribe to the prior turn
a primary ‘action’ – variously thought of as an ‘illocution’, ‘speech act’, ‘move’,
etc. – to which we then respond. The analysis of interaction also relies heavily
on attributing actions to turns, so that, e.g., sequences can be characterized in
terms of actions and responses. Yet the process of action ascription remains way
understudied. We don’t know much about how it is done, when it is done, nor even
what kind of inventory of possible actions might exist, or the degree to which they
are culturally variable.
The study of action ascription remains perhaps the primary unfulfilled task in
the study of language use, and it needs to be tackled from conversationanalytic,
psycholinguistic, cross-linguistic and anthropological perspectives.
In this talk I try to take stock of what we know, and derive a set of goals for and
constraints on an adequate theory. Such a theory is likely to employ, I will suggest,
a top-down plus bottom-up account of action perception, and a multi-level notion
of action which may resolve some of the puzzles that have repeatedly arisen.

Abstract

Given the diversity of languages, it is unlikely that the human capacity for language resides in rich universal syntactic machinery. More likely, it resides centrally in the capacity for vocal learning combined with a distinctive ethology for communicative interaction, which together (no doubt with other capacities) make diverse languages learnable. This chapter focuses on face-to-face communication, which is characterized by the mapping of sounds and multimodal signals onto speech acts and which can be deeply recursively embedded in interaction structure, suggesting an interactive origin for complex syntax. These actions are recognized through Gricean intention recognition, which is a kind of “ mirroring” or simulation distinct from the classic mirror neuron system. The multimodality of conversational interaction makes evident the involvement of body, hand, and mouth, where the burden on these can be shifted, as in the use of speech and gesture, or hands and face in sign languages. Such shifts having taken place during the course of human evolution. All this suggests a slightly different approach to the mystery of music, whose origins should also be sought in joint action, albeit with a shift from turn-taking to simultaneous expression, and with an affective quality that may tap ancient sources residual in primate vocalization. The deep connection of language to music can best be seen in the only universal form of music, namely song.

Abstract

These classic tasks can be used to explore spatial reference in field settings. They provide a language-independent metric for eliciting spatial language, using a “director-matcher” paradigm. The Man and Tree task deals with location on the horizontal plane with both featured (man) and non-featured (e.g., tree) objects. The Space Games depict various objects (e.g. bananas, lemons) and elicit spatial contrasts not obviously lexicalisable in English.

Abstract

Recent research suggests that 12-month-old infants in German cultural settings have the motive of sharing their attention to and interest in various events with a social interlocutor. To do so, these preverbal infants predominantly use the pointing gesture (in this case the extended arm with or without extended index finger) as a means to direct another person’s attention. This task systematically investigates different types of motives underlying infants’ pointing. The occurrence of a protodeclarative (as opposed to protoimperative) motive is of particular interest because it requires an understanding of the recipient’s psychological states, such as attention and interest, that can be directed and accessed.

Abstract

There are three main strands of research which have investigated people’s intuitive knowledge of objects in motion. (1) Knowledge of the trajectories of objects in motion; (2) knowledge of the causes of motion; and (3) the categorisation of motion as to whether it has been produced by something animate or inanimate. We provide a brief introduction to each of these areas. We then point to some linguistic and cultural differences which may have consequences for people’s knowledge of objects in motion. Finally, we describe two experimental tasks and an ethnographic task that will allow us to collect data in order to establish whether, indeed, there are interesting cross-linguistic/cross-cultural differences in lay theories of objects in motion.

Abstract

Recent eye-tracking research has revealed that spoken language can guide eye gaze very rapidly (and closely time-locked to the unfolding speech) toward referents in the visual world. We discuss whether, and to what extent, such language-mediated eye movements are automatic rather than subject to conscious and controlled decision-making. We consider whether language-mediated eye movements adhere to four main criteria of automatic behavior, namely, whether they are fast and efficient, unintentional, unconscious, and overlearned (i.e., arrived at through extensive practice). Current evidence indicates that language-driven oculomotor behavior is fast but not necessarily always efficient. It seems largely unintentional though there is also some evidence that participants can actively use the information in working memory to avoid distraction in search. Language-mediated eye movements appear to be for the most part unconscious and have all the hallmarks of an overlearned behavior. These data are suggestive of automatic mechanisms linking language to potentially referred-to visual objects, but more comprehensive and rigorous testing of this hypothesis is needed.

Abstract

The goal of speech perception is understanding a speaker's message. To achieve this, listeners must recognize the words that comprise a spoken utterance. This in turn implies distinguishing these words from other minimally different words (e.g., word from bird, etc.), and this involves making phonemic distinctions. The article summarizes research on the perception of phonemic distinctions, on how listeners cope with the continuity and variability of speech signals, and on how phonemic information is mapped onto the representations of words. Particular attention is paid to theories of speech perception and word recognition.

Abstract

Effekte linguisticher Typologie auf die Sprach-entwicklung. In G. Plehn (Ed.), Jahrbuch der Max-Planck Gesellsch

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

Literacy and education represent essential aspects of contemporary society and subserve important aspects of socialization and cultural transmission. The study of illiterate subjects represents one approach to investigate the interactions between neurobiological and cultural factors in cognitive development, individual learning, and their influence on the functional organization of the brain. In this chapter we review some recent cognitive, neuroanatomic, and functional neuroimaging results indicating that formal education influences important aspects of the human brain. Taken together this provides strong support for the idea that the brain is modulated by literacy and formal education, which in turn change the brains capacity to interact with its environment, including the individual's contemporary culture. In other words, the individual is able to participate in, interact with, and actively contribute to the process of cultural transmission in new ways through acquired cognitive skills.

Abstract

Although humans are the ultimate “natural language generators”, the area of psycholinguistic modeling has been somewhat underrepresented in recent approaches to Natural Language Generation in computer science. To draw attention to the area and illustrate its potential relevance to Natural Language Generation, I provide an overview of recent work on psycholinguistic modeling of language production together with some key empirical findings, state-of-the-art experimental techniques, and their historical roots. The techniques include analyses of speech-error corpora, chronometric analyses, eyetracking, and neuroimaging.
The overview is built around the issue of cognitive control in natural language generation, concentrating on the production of single words, which is an essential ingredient of the generation of larger utterances. Most of the work exploited the fact that human speakers are good but not perfect at resisting temptation, which has provided some critical clues about the nature of the underlying system.

Abstract

This chapter contains sections titled: Introduction Background: The Gaze “Machinery” Gaze “Machinery” in Social Interaction Future Directions

Abstract

Listeners’ signals of recipiency, such as “Mm-hm” or “uh-huh” in English, are the most elementary or minimal “conversational turns” possible. Minimal, because apart from acknowledging recipiency and inviting the speaker to continue with his/her next turn, they do not add any new information to the discourse of the conversation. The goal of this project is to gather cross cultural information on listeners’ feedback behaviour during conversation. Listeners in a conversation usually provide short signals that indicate to the speaker that they are still “with the speaker”. These signals could be verbal (like for instance “mm hm” in English or “hm hm” in Dutch) or nonverbal (visual), like nodding. Often, these signals are produced in overlap with the speaker’s vocalisation. If listeners do not produce these signals, speakers often invite them explicitly (e.g. “are you still there?” in a telephone conversation). Our goal is to investigate what kind of signals are used by listeners of different languages to signal “recipiency” to the speaker.

Abstract

In this chapter we present material on the acquisition of ergative marking on noun phrases in three languages of Papua New Guinea: Kaluli, Ku Waru, and Duna. The expression of ergativity in all the languages is broadly similar, but sensitive to language-specific features, and this pattern of similarity and difference is reflected in the available acquisition data. Children acquire adult-like ergative marking at about the same pace, reaching similar levels of mastery by 3;00 despite considerable differences in morphological complexity of ergative marking among the languages. What may be more important – as a factor in accounting for the relative uniformity of acquisition in this respect – are the similarities in patterns of interactional scaffolding that emerge from a comparison of the three cases.