Monthly Archives: November 2009
Language: the perspective from organismal biology
The evolution of language and its mechanisms has been a topic of intense speculation and debate, particularly considering the question of innate endowment. Modern biological sciences – neurobiology and neuroethology – have made great strides in understanding proximate and ultimate causes of behavior. These insights are generally ignored in the debate regarding linguistic knowledge, especially in the realm of syntax where core theoretical constructs have been proposed unconstrained by evolutionary biology. The perspective of organismal biology offers an approach to the study of language that is sensitive to its evolutionary context, a growing trend in other domains of cognitive science. The emergence of a research program in the comparative biology of syntax is one concrete example of this trend.
Modeling the auditory scene: predictive regularity representations and perceptual objects
Predictive processing of information is essential for goal-directed behavior. We offer an account of auditory perception suggesting that representations of predictable patterns, or ‘regularities’, extracted from the incoming sounds serve as auditory perceptual objects. The auditory system continuously searches for regularities within the acoustic signal. Primitive regularities may be encoded by neurons adapting their response to specific sounds. Such neurons have been observed in many parts of the auditory system. Representations of the detected regularities produce predictions of upcoming sounds as well as alternative solutions for parsing the composite input into coherent sequences potentially emitted by putative sound sources. Accuracy of the predictions can be utilized for selecting the most likely interpretation of the auditory input. Thus in our view, perception generates hypotheses about the causal structure of the world.
Acquiring experiential traces in word—referent learning
In two experiments, we investigated the activation of perceptual representations of referent objects during word processing. In both experiments, participants learned to associate pictures of novel three-dimensional objects with pseudowords. They subsequently performed a recognition task (Experiment 1) or a naming task (Experiment 2) on the object names while being primed with different types of visual stimuli. Only the stimuli that the participants had encountered as referent objects during the training phase facilitated recognition or naming responses. New stimuli did not facilitate the processing of object names, even if they matched a schematic or prototypical representation of the referent object that the participants might have abstracted during word—referent learning. These results suggest that words learned by way of examples of referent objects are associated with experiential traces of encounters with these objects.
from Memory and Cognition
Delayed versus immediate feedback in children’s and adults’ vocabulary learning
We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable to the shorter retention interval (or lag to test) from the last presentation of the correct information in the delayed condition. Whether lag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which in turn produced better performance than did no feedback at all, when we tested Grade 6 children learning school-relevant vocabulary. With college students learning GRE-level words, however, delayed feedback produced better performance than did immediate feedback (and both were better than no feedback) when lag to test was uncontrolled, but there was no difference between the delayed and immediate feedback conditions when the lag to test was controlled.
from Memory and Cognition
Feature integration in natural language concepts
Two experiments measured the joint influence of three key sets of semantic features on the frequency with which artifacts (Experiment 1) or plants and creatures (Experiment 2) were categorized in familiar categories. For artifacts, current function outweighed both originally intended function and current appearance. For biological kinds, appearance and behavior, an inner biological function, and appearance and behavior of offspring all had similarly strong effects on categorization. The data were analyzed to determine whether an independent cue model or an interactive model best accounted for how the effects of the three feature sets combined. Feature integration was found to be additive for artifacts but interactive for biological kinds. In keeping with this, membership in contrasting artifact categories tended to be superadditive, indicating overlapping categories, whereas for biological kinds, it was subadditive, indicating conceptual gaps between categories. It is argued that the results underline a key domain difference between artifact and biological concepts.
from Memory and Cognition
The time course of semantic and syntactic processing in Chinese sentence comprehension: Evidence from eye movements
In the present study, we examined the time course of semantic and syntactic processing when Chinese is read. Readers’ eye movements were monitored, and the relation between a single-character critical word and the sentence context was manipulated such that three kinds of sentences were developed: (1) congruent, (2) those with a semantic violation, and (3) those with both a semantic and a syntactic violation. The eye movement data showed that the first-pass reading times were significantly longer for the target region in the two violation conditions than in the congruent condition. Moreover, the semantic+syntactic violation caused more severe disruption than did the pure semantic violation, as reflected by longer first-pass reading times for the target region and by longer go-past times for the target region and posttarget region in the former than in the latter condition. These results suggest that the effects of, at least, a semantic violation can be detected immediately by Chinese readers and that the processing of syntactic and semantic information is distinct in both first-pass and second-pass reading.
from Memory and Cognition
When language comprehension reflects production constraints: Resolving ambiguities with the help of past experience
A key assumption in language comprehension is that biases in behavioral data, such as the tendency to interpret John said that Mary left yesterday to mean that yesterday modifies the syntactically local verb left, not the distant verb said, reflect inherent biases in the language comprehension system. In the present article, an alternative production—distribution—comprehension (PDC) account is pursued; this account states that comprehension biases emerge from different interpretation frequencies in the language, which themselves emerge from pressures on the language production system to produce some structures more than others. In two corpus analyses and two self-paced reading experiments, we investigated these claims for verb modification ambiguities, for which phrase length is hypothesized to shape production. The results support claims that tendencies to produce short phrases before long ones create distributional regularities for modification ambiguities in the language and that learning over these regularities shapes comprehenders’ interpretations of modification ambiguities. Implications for the PDC and other accounts are discussed.
from Memory and Cognition
Directed forgetting of visual symbols: Evidence for nonverbal selective rehearsal
Is selective rehearsal possible for nonverbal information? Two experiments addressed this question using the item method directed forgetting paradigm, where the advantage of remember items over forget items is ascribed to selective rehearsal favoring the remember items. In both experiments, difficult-to-name abstract symbols were presented for study, followed by a recognition test. Directed forgetting effects were evident for these symbols, regardless of whether they were or were not spontaneously named. Critically, a directed forgetting effect was observed for unnamed symbols even when the symbols were studied under verbal suppression to prevent verbal rehearsal. This pattern indicates that a form of nonverbal rehearsal can be used strategically (i.e., selectively) to enhance memory, even when verbal rehearsal is not possible.
from Memory and Cognition
Traumatic Tympanic Membrane perforation: An aetiological profile
Conclusion
Traumatic perforation of the tympanic membrane is an uncommon injury that is under-reported, there is the need to educate on alternative punitive measure among students and security agents, unskilled removal of foreign body, early identification, evaluation and referral of patients reduces the attendant morbidity.
from BMC Research Notes
Atypical verbal communication pattern according to others’ attention in children with Williams syndrome
Children with Williams syndrome (WS) have been reported to often face problems in daily communication and to have deficits in their pragmatic language abilities. To test this hypothesis, we examined whether children with WS could modify their verbal communication according to others’ attention in order to share what they did. The children with WS and typically developing (TD) children were asked to accomplish tasks as quickly as possible while the experimenter was attending to or not attending to them during and after their accomplishment. The results showed that although TD children verbalized more when they were not attended to than attended to, children with WS verbalized more when they were attended to than not attended to. The results indicate that children with WS may have deficits in attention-sharing communication, suggesting a part of their pragmatic abilities is impaired.
Follow-up of 6-10 year-old stuttering children after Lidcombe Program treatment: A Phase I trial
Conclusions
Procedurally, the Lidcombe Program is viable for school-age children and parents report enjoyment in administering it. There appears to be a treatment effect that can be attained in a reasonable number of clinical hours. These results compel continued exploration with young school-aged children in subsequent Phase II and III studies.
Intentional Control and Operational Constraints in Prosodic Phrasing: A Study of Picture-elicited Narrations by French Children
This study deals with the determinants of prosodic phrasing in French schoolchildren’s narratives. Children (aged 7 to 11) told picture stories to a silent same-age peer. The establishment of temporal and/or causal relations between the events was more or less guided by the drawings (ordered vs. arbitrary sequences). The comprehension of the referential links was more or less supported by the way the frames were displayed (simultaneous vs. consecutive display mode). Four storytelling conditions that differed by the constraints imposed on inference-resolving and memory-searching were thus defined.
Naïve French listeners were asked to segment tape-recorded narrations using prosodic variation as a criterion, and to decide whether each prosodic segment was “conclusive” or “continuative.” The comparison of the listeners’ segmentation labels to those of an expert (functional and formal annotation) showed that more than 91% of the labels corresponded to prosodic boundaries and more than 78% of the non-terminal labels corresponded to non-terminal boundaries, but only 55% of the terminal labels corresponded to terminal boundaries. The storytellers’ boundaries were then analyzed as a function of age and storytelling conditions. Non-terminal and terminal boundaries varied with the picture-display mode. Terminal boundaries also depended on the type of event sequence, and non-terminal boundaries on the improvement of the linguistic and communicative skills of the narrators. Terminal judgments of non-terminal boundaries mainly occurred in texts where each event was told in a single proposition either without anaphoric references to the main character or with anaphoric pronouns.
from Language and Speech
Phonetic Specificity in Early Lexical Acquisition: New Evidence from Consonants in Coda Positions
Use of precise consonantal information while learning new words has been established for onset consonants in previous studies, which showed that infants as young as 16 to 20 months of age can simultaneously learn two new words that differ only by a syllable-initial consonant (Havy & Nazzi, 2009; Nazzi, 2005; Nazzi & New, 2007; Werker, Fennell, Corcoran, & Stager, 2002). However, there is no systematic evidence to show whether specific phonetic information in other positions within the syllable can be used while learning new words. To the contrary, Nazzi (2005) found that when tested using the same task, 20-month-olds can learn two words that differ only by a consonant, but fail to do so if they differ only by a vowel, leaving open the possibility that specificity is limited to syllable-onset positions. Accordingly, the present study evaluated 20-month-olds’ ability to learn two words that differ only by a consonant in either onset or coda position. Infants succeeded for both positions, ruling out the possibility that only syllable-onset positions are specified. This further suggests that the previously reported consonant/ vowel asymmetry cannot be fully explained by syllable-onset positional effects. Additionally, the present study evaluated whether words following a predominant labial-coronal pattern would be easier to learn than less frequent coronal-labial words. It failed to obtain any such evidence.
from Language and Speech
Variability in Word Duration as a Function of Probability, Speech Style, and Prosody
This article examines how probability (lexical frequency and previous mention), speech style, and prosody affect word duration, and how these factors interact. Participants read controlled materials in clear and plain speech styles. As expected, more probable words (higher frequencies and second mentions) were significantly shorter than less probable words, and words in plain speech were significantly shorter than those in clear speech. Interestingly, we found second mention reduction effects in both clear and plain speech, indicating that while clear speech is hyper-articulated, this hyper-articulation does not override probabilistic effects on duration. We also found an interaction between mention and frequency, but only in plain speech. High frequency words allowed more second mention reduction than low frequency words in plain speech, revealing a tendency to hypo-articulate as much as possible when all factors support it. Finally, we found that first mentions were more likely to be accented than second mentions. However, when these differences in accent likelihood were controlled, a significant second mention reduction effect remained. This supports the concept of a direct link between probability and duration, rather than a relationship solely mediated by prosodic prominence.
from Language and Speech
