Publications

Abstract

The Romance counting system is numerical – with residues of earlier systems whereby each commodity had its own unit of quantification – and decimal. Numeral formations beyond ‘10’ are compounds, combining two or more numerals that are in an arithmetical relation, typically that of addition and multiplication. Formal variation across the (standard) Romance languages and dialects and across historical stages involves the relative sequence of the composing elements, absence or presence of connectors, their synthetic vs. analytic nature, and the degree of grammatical marking. A number of ‘deviant’ numeral formations raise the question of borrowing vs independent development, such as vigesimals (featuring a base ‘20’ instead ‘10’) in certain Romance varieties and the teen and decad formations in Romanian. The other types of numeral in Romance, which derive from the unmarked and consistent cardinals, feature a significantly higher degree of formal complexity and variation involving Latin formants and tend toward analyticity. While Latin features prominently in the Romance counting system as a source of numeral formations and suffixes, it is only in Romance that the inherited decimal system reached its full potential, illustrating its increasing prominence, reflected not only in numerals, but also in language acquisition, sign language, and post-Revolution measuring systems.

Abstract

The surge of research activity focussing on children's acquisition of verbs (e.g., Tomasello and Merriman 1996) addresses some fundamental questions: Just how variable across languages, and across individual children, is the process of verb learning? How specific are arguments to particular verbs in early child language? How does the grammatical category 'Verb' develop? The position of Universal Grammar, that a verb category is early, contrasts with that of Tomasello (1992), Pine and Lieven and their colleagues (1996, in press), and many others, that children develop a verb category slowly, gradually building up subcategorizations of verbs around pragmatic, syntactic, and semantic properties of the language they are exposed to. On this latter view, one would expect the language which the child is learning, the cultural milieu and the nature of the interactions in which the child is engaged, to influence the process of acquiring verb argument structures. This paper explores these issues by examining the development of argument representation in the Mayan language Tzeltal, in both its lexical and verbal cross-referencing forms, and analyzing the semantic and pragmatic factors influencing the form argument representation takes. Certain facts about Tzeltal (the ergative/ absolutive marking, the semantic specificity of transitive and positional verbs) are proposed to affect the representation of arguments. The first 500 multimorpheme combinations of 3 children (aged between 1;8 and 2;4) are examined. It is argued that there is no evidence of semantically light 'pathbreaking' verbs (Ninio 1996) leading the way into word combinations. There is early productivity of cross-referencing affixes marking A, S, and O arguments (although there are systematic omissions). The paper assesses the respective contributions of three kinds of factors to these results - structural (regular morphology), semantic (verb specificity) and pragmatic (the nature of Tzeltal conversational interaction).

Abstract

How do children isolate the semantic package contained in verb roots in the Mayan language Tzeltal? One might imagine that the canonical CVC shape of roots characteristic of Mayan languages would make the job simple, but the root is normally preceded and followed by affixes which mask its identity. Pye (1983) demonstrated that, in Kiche' Mayan, prosodic salience overrides semantic salience, and children's first words in Kiche' are often composed of only the final (stressed) syllable constituted by the final consonant of the CVC root and a 'meaningless' termination suffix. Intonation thus plays a crucial role in early Kiche' morphological development. Tzeltal presents a rather different picture: The first words of children around the age of 1;6 are bare roots, children strip off all prefixes and suffixes which are obligatory in adult speech. They gradually add them, starting with the suffixes (which receive the main stress), but person prefixes are omitted in some contexts past a child's third birthday, and one obligatory aspectual prefix (x-) is systematically omitted by the four children in my longitudinal study even after they are four years old. Tzeltal children's first verbs generally show faultless isolation of the root. An account in terms of intonation or stress cannot explain this ability (the prefixes are not all syllables; the roots are not always stressed). This paper suggests that probable clues include the fact that the CVC root stays constant across contexts (with some exceptions) whereas the affixes vary, that there are some linguistic contexts where the root occurs without any prefixes (relatively frequent in the input), and that the Tzeltal discourse convention of responding by repeating with appropriate deictic alternation (e.g., "I see it." "Oh, you see it.") highlights the root.

Abstract

This article is a reprint of chapter 1, the introduction to Brown and Levinson, 1987, Politeness: Some universals in language usage (Cambridge University Press).

Abstract

The lexicon, considered as a component of the process of recognizing speech, is a device that accepts a sound image as input and outputs meaning. Lexical access is the process of formulating an appropriate input and mapping it onto an entry in the lexicon's store of sound images matched with their meanings. This chapter addresses the problems of auditory lexical access from continuous speech. The central argument to be proposed is that utterance prosody plays a crucial role in the access process. Continuous listening faces problems that are not present in visual recognition (reading) or in noncontinuous recognition (understanding isolated words). Aspects of utterance prosody offer a solution to these particular problems.

Abstract

The most basic question for the study of morphology and the mental lexicon is whether or not words are _decomposed_: informally, this is the question of whether words are represented (and processed) in terms of some kind of smaller units; that is, broken down into constituent parts. Formally, what it means to represent or process a word as decomposed or not turns out to be quite complex. One of the basic lines of division in the field classifies approaches according to whether they decompose all “complex” words (“Full Decomposition”), or none (“Full Listing”), or some but not all, according to some criterion (typical of “Dual-Route” models). However, if we are correct, there are at least three senses in which an approach might be said to be decompositional or not, with the result that ongoing discussions of what appears to be a single large issue might not always be addressing the same distinction. Put slightly differently, there is no single question of decomposition. Instead, there are independent but related questions that define current research. Our goal here is to identify this finer-grained set of questions, as they are the ones that should assume a central place in the study of morphological and lexical representation.

Abstract

The rise of genomic technologies has yielded exciting new routes for studying the biological foundations of language. Researchers have begun to identify genes implicated in neurodevelopmental disorders that disrupt speech and language skills. This chapter illustrates how such work can provide powerful entry points into the critical neural pathways using FOXP2 as an example. Rare mutations of this gene cause problems with learning to sequence mouth movements during speech, accompanied by wide-ranging impairments in language production and comprehension. FOXP2 encodes a regulatory protein, a hub in a network of other genes, several of which have also been associated with language-related impairments. Versions of FOXP2 are found in similar form in many vertebrate species; indeed, studies of animals and birds suggest conserved roles in the development and plasticity of certain sets of neural circuits. Thus, the contributions of this gene to human speech and language involve modifications of evolutionarily ancient functions.

Abstract

In the Cha’palaa language of Ecuador the main-clause use of the otherwise non-finite morpheme -ba can be accounted for by a specific interactive practice: the ‘counter-assertion’ of statement or implicature of a previous conversational turn. Attention to the ways in which different constructions are deployed in such recurrent conversational contexts reveals a plausible account for how this type of dependent clause has come to be one of the options for finite clauses. After giving some background on Cha’palaa and placing ba clauses within a larger ecology of insubordination constructions in the language, this chapter uses examples from a video corpus of informal conversation to illustrate how interactive data provides answers that may otherwise be elusive for understanding how the different grammatical options for Cha’palaa finite verb constructions have been structured by insubordination

Abstract

This chapter surveys the available data on Barbacoan languages and their neighbors to explore a case study of switch reference within a single language family and in a situation of areal contact. To the extent possible given the available data, we weigh accounts appealing to common inheritance and areal convergence to ask what combination of factors led to the current state of these languages. We discuss the areal distribution of switch reference systems in the northwest Andean region, the different types of systems and degrees of complexity observed, and scenarios of contact and convergence, particularly in the case of Barbacoan and Ecuadorian Quechua. We then covers each of the Barbacoan languages’ systems (with the exception of Totoró, represented by its close relative Guambiano), identifying limited formal cognates, primarily between closely-related Tsafiki and Cha’palaa, as well as broader functional similarities, particularly in terms of interactions with topic/focus markers. n accounts for the current state of affairs with a complex scenario of areal prevalence of switch reference combined with deep structural family inheritance and formal re-structuring of the systems over time

Abstract

Lesion symptom mapping has revolutionized our understanding of the functioning of the human brain. Associating damaged voxels in the brain with loss of function has created a map of the brain that identifies critical areas. While these methods have significantly advanced our understanding, recent improvements have identified the need for multivariate and multimodal methods to map hidden lesions and damage to white matter networks beyond the lesion voxels. This article reviews the evolution of lesion-symptom mapping from single case studies to the human disconnectome.

Abstract

The activity of reading raises fundamental theoretical and practical questions about healthy cognitive aging. Reading relies greatly on knowledge of patterns of language and of meaning at the level of words and topics of text. Further, this knowledge must be rapidly accessed so that it can be coordinated with processes of perception, attention, memory and motor control that sustain skilled reading at rates of four-to-five words a second. As such, reading depends both on crystallized semantic intelligence which grows or is maintained through healthy aging, and on components of fluid intelligence which decline with age. Reading is important to older adults because it facilitates completion of everyday tasks that are essential to independent living. In addition, it entails the kind of active mental engagement that can preserve and deepen the cognitive reserve that may mitigate the negative consequences of age-related changes in the brain. This chapter reviews research on the front end of reading (word recognition) and on the back end of reading (text memory) because both of these abilities are surprisingly robust to declines associated with cognitive aging. For word recognition, that robustness is surprising because rapid processing of the sort found in reading is usually impaired by aging; for text memory, it is surprising because other types of episodic memory performance (e.g., paired associates) substantially decline in aging. These two otherwise quite different levels of reading comprehension remain robust because they draw on the knowledge of language that older adults gain through a life-time of experience with language.

Abstract

A neurobiological model of language is discussed that overcomes the shortcomings of the classical Wernicke-Lichtheim-Geschwind model. It is based on a subdivision of language processing into three components: Memory, Unification, and Control. The functional components as well as the neurobiological underpinnings of the model are discussed. In addition, the need for extension beyond the classical core regions for language is shown. Attentional networks as well as networks for inferential processing are crucial to realize language comprehension beyond single word processing and beyond decoding propositional content.

Abstract

The aim of this paper is to discuss an inherent difficulty of PET (and fMRI) research in language production. On the one hand, language production presupposes some degree of freedom for the subject, on the other hand, interpretability of results presupposes restrictions of this freedom. This difficulty is reflected in the existing PET literature in some neglect of the general principle to design experiments in such a way that the results do not allow for alternative interpretations. It is argued that by narrowing down the scope of experiments a gain in interpretability can be achieved.

Abstract

[Seven one-page psycholinguistic sketches]