Asymmetries in encoding event roles: Evidence from language and cognition.

It has long been hypothesized that the linguistic structure of events, including event participants and their relative prominence, draws on the non-linguistic nature of events and the roles that these events license. However, the precise relation between the prominence of event participants in language and cognition has not been tested experimentally in a systematic way. Here we address this gap.

It's not just what we don't know: The mapping problem in the acquisition of negation.

How do learners learn what no and not mean when they are only presented with what is? Given its complexity, abstractness, and roles in logic, truth-functional negation might be a conceptual accomplishment. As a result, young children's gradual acquisition of negation words might be due to their undergoing a gradual conceptual change that is necessary to represent those words' logical meaning. However, it's also possible that linguistic expressions of negation take time to learn because of children's gradually increasing grasp of their language.

Keeping quantifier meaning in mind: Connecting semantics, cognition, and pragmatics.

A complete theory of the meaning of linguistic expressions needs to explain their semantic properties, their links to non-linguistic cognition, and their use in communication. Even though in principle interconnected, these areas are generally not pursued in tandem. We present a novel take on the semantics-cognition-pragmatics interface.

Where word and world meet: Language and vision share an abstract representation of symmetry.

Symmetry is ubiquitous in nature, in logic and mathematics, and in perception, language, and thought. Although humans are exquisitely sensitive to visual symmetry (e.g.

Being suspicious of suspicious coincidences: The case of learning subordinate word meanings.

How do learners acquire subordinate terms (such as Dalmatian) and overcome the bias that words have basic-level meanings (such as dog)? Xu and Tenenbaum [Xu, F., & Tenenbaum, J. B.

Encoding Motion Events During Language Production: Effects of Audience Design and Conceptual Salience.

We investigate the extent to which pragmatic versus conceptual factors can affect a speaker's decision to mention or omit different components of an event. In the two experiments, we demonstrate the special role of pragmatic factors related to audience design in speakers' decisions to mention conceptually "peripheral" event components, such as sources (i.e.

Representing agents, patients, goals and instruments in causative events: A cross-linguistic investigation of early language and cognition.

Although it is widely assumed that the linguistic description of events is based on a structured representation of event components at the perceptual/conceptual level, little empirical work has tested this assumption directly. Here, we test the connection between language and perception/cognition cross-linguistically, focusing on the relative salience of causative event components in language and cognition. We draw on evidence from preschoolers speaking English or Turkish.

Now You Hear Me, Later You Don't: The Immediacy of Linguistic Computation and the Representation of Speech.

What happens to an acoustic signal after it enters the mind of a listener? Previous work has demonstrated that listeners maintain intermediate representations over time. However, the internal structure of such representations-be they the acoustic-phonetic signal or more general information about the probability of possible categories-remains underspecified. We present two experiments using a novel speaker-adaptation paradigm aimed at uncovering the format of speech representations.

"Look! It is not a bamoule!": 18- and 24-month-olds can use negative sentences to constrain their interpretation of novel word meanings.

Two word-learning experiments were conducted to investigate the understanding of negative sentences in 18- and 24-month-old children. In Experiment 1, after learning that bamoule means "penguin" and pirdaling means "cartwheeling," 18-month-olds (n = 48) increased their looking times when listening to negative sentences rendered false by their visual context ("Look! It is not a bamoule!" while watching a video showing a penguin cartwheeling); however, they did not change their looking behavior when negative sentences were rendered true by their context ("Look! It is not pirdaling!" while watching a penguin spinning). In Experiment 2, 24-month-olds (n = 48) were first exposed to a teaching phase in which they saw a new cartoon character on a television (e.

Cognitive and pragmatic factors in language production: Evidence from source-goal motion events.

In order to talk about an event they see in the world, speakers have to build a conceptual representation of that event and generate a message that selects the pragmatically appropriate (e.g., informative) parts of that event that they want to talk about.

Familiar words can serve as a semantic seed for syntactic bootstrapping.

Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. But how do they learn which contexts are linked to which semantic features in the first place? We investigate if 3- to 4-year-old children (n = 60) can learn about a syntactic context from tracking its use with only a few familiar words. After watching a 5-min training video in which a novel function word (i.

Top-down grouping affects adjacent dependency learning.

A large body of research has demonstrated that humans attend to adjacent co-occurrence statistics when processing sequential information, and bottom-up prosodic information can influence learning. In this study, we investigated how top-down grouping cues can influence statistical learning. Specifically, we presented English sentences that were structurally equivalent to each other, which induced top-down expectations of grouping in the artificial language sequences that immediately followed.

Motion verbs and memory for motion events.

Language is assumed to affect memory by offering an additional medium of encoding visual stimuli. Given that natural languages differ, cross-linguistic differences might impact memory processes. We investigate the role of motion verbs on memory for motion events in speakers of English, which preferentially encodes in motion verbs (e.

Spotting Dalmatians: Children's ability to discover subordinate-level word meanings cross-situationally.

Even when children encounter a novel word in the situation of a clear and unique referent, they are nevertheless faced with the problem of semantic uncertainty: when "puziv" refers to a co-present spotted dog, does the word mean Fido, Dalmatian, dog, animal, or entity? Here we explored the extent to which children (3-5 years of age) can reason about a novel word's meaning from information they have gathered cross-situationally, from a series of simple ostensive labeling events ("I see a puziv!"). Of particular interest were the conditions under which children arrive at a subordinate level meaning (e.g.

Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children.

Decades of research show that children rely on the linguistic context in which novel words occur to infer their meanings. However, because learning in these studies was assessed after children had heard numerous occurrences of a novel word in informative linguistic contexts, it is impossible to determine how much exposure would be needed for a child to learn from such information. This study investigated the speed with which French 20-month-olds and 3-to-4-year-olds exploit function words to determine the syntactic category of novel words and therefore infer their meanings.

Easy Words: Reference Resolution in a Malevolent Referent World.

This article describes early stages in the acquisition of a first vocabulary by infants and young children. It distinguishes two major stages, the first of which operates by a stand-alone word-to-world pairing procedure and the second of which, using the evidence so acquired, builds a domain-specific syntax-sensitive structure-to-world pairing procedure. As we show, the first stage of learning is slow, restricted in character, and to some extent errorful, whereas the second procedure is determinative, rapid, and essentially errorless.

Encoding of event roles from visual scenes is rapid, spontaneous, and interacts with higher-level visual processing.

A crucial component of event recognition is understanding event roles, i.e. who acted on whom: boy hitting girl is different from girl hitting boy.

Auditory word recognition of verbs: Effects of verb argument structure on referent identification.

Word recognition includes the activation of a range of syntactic and semantic knowledge that is relevant to language interpretation and reference. Here we explored whether or not the number of arguments a verb takes impinges negatively on verb processing time. In this study, three experiments compared the dynamics of spoken word recognition for verbs with different preferred argument structure.

Relational vs. attributive interpretation of nominal compounds differentially engages angular gyrus and anterior temporal lobe.

The angular gyrus (AG) and anterior temporal lobe (ATL) have been found to respond to a number of tasks involving combinatorial processing. In this study, we investigate the conceptual combination of nominal compounds, and ask whether ATL/AG activity is modulated by the type of combinatorial operation applied to a nominal compound. We compare relational and attributive interpretations of nominal compounds and find that ATL and AG both discriminate these two types, but in distinct ways.

Neural Representations of Observed Actions Generalize across Static and Dynamic Visual Input.

People interact with entities in the environment in distinct and categorizable ways (e.g., is ).

Two- and three-year-olds track a single meaning during word learning: Evidence for Propose-but-verify.

A child word-learning experiment is reported that examines 2- and 3-year-olds' ability to learn the meanings of novel words across multiple, referentially ambiguous, word occurrences. Children were told they were going on an animal safari in which they would learn the names of unfamiliar animals. Critical trial sequences began with hearing a novel word (e.

The Pursuit of Word Meanings.

We evaluate here the performance of four models of cross-situational word learning: two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under many conditions extracted from naturalistic corpora of parent-child interactions, even though the model maintains far less information than global models.

The interplay of local attraction, context and domain-general cognitive control in activation and suppression of semantic distractors during sentence comprehension.

During sentence comprehension, real-time identification of a referent is driven both by local, context-independent lexical information and by more global sentential information related to the meaning of the utterance as a whole. This paper investigates the cognitive factors that limit the consideration of referents that are supported by local lexical information but not supported by more global sentential information. In an eye-tracking paradigm, participants heard sentences like "She will eat the red pear" while viewing four black-and-white (colorless) line-drawings.

Second language processing and revision of garden-path sentences: a visual word study.

We asked whether children's well-known difficulties revising initial sentence processing commitments characterize the or the parser. Adult L2 speakers of English acted out temporarily ambiguous and unambiguous instructions. While online processing patterns indicate that L2 adults experienced garden-paths and were sensitive to referential information to a similar degree as native adults, their act-out patterns indicate increased difficulties revising initial interpretations, at rates similar to those observed for 5-year-old native children (e.