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Sample records for evolution cognition language

  1. Social Cognition and the Evolution of Language: Constructing Cognitive Phylogenies

    PubMed Central

    Fitch, W. Tecumseh; Huber, Ludwig; Bugnyar, Thomas

    2015-01-01

    Human language and social cognition are closely linked: advanced social cognition is necessary for children to acquire language, and language allows forms of social understanding (and, more broadly, culture) that would otherwise be impossible. Both “language” and “social cognition” are complex constructs, involving many independent cognitive mechanisms, and the comparative approach provides a powerful route to understanding the evolution of such mechanisms. We provide a broad comparative review of mechanisms underlying social intelligence in vertebrates, with the goal of determining which human mechanisms are broadly shared, which have evolved in parallel in other clades, and which, potentially, are uniquely developed in our species. We emphasize the importance of convergent evolution for testing hypotheses about neural mechanisms and their evolution. PMID:20346756

  2. Why language really is not a communication system: a cognitive view of language evolution

    PubMed Central

    Reboul, Anne C.

    2015-01-01

    While most evolutionary scenarios for language see it as a communication system with consequences on the language-ready brain, there are major difficulties for such a view. First, language has a core combination of features—semanticity, discrete infinity, and decoupling—that makes it unique among communication systems and that raise deep problems for the view that it evolved for communication. Second, extant models of communication systems—the code model of communication (Millikan, 2005) and the ostensive model of communication (Scott-Phillips, 2015) cannot account for language evolution. I propose an alternative view, according to which language first evolved as a cognitive tool, following Fodor’s (1975, 2008) Language of Thought Hypothesis, and was then exapted (externalized) for communication. On this view, a language-ready brain is a brain profoundly reorganized in terms of connectivity, allowing the human conceptual system to emerge, triggering the emergence of syntax. Language as used in communication inherited its core combination of features from the Language of Thought. PMID:26441802

  3. The knowledge instinct, cognitive algorithms, modeling of language and cultural evolution

    NASA Astrophysics Data System (ADS)

    Perlovsky, Leonid I.

    2008-04-01

    The talk discusses mechanisms of the mind and their engineering applications. The past attempts at designing "intelligent systems" encountered mathematical difficulties related to algorithmic complexity. The culprit turned out to be logic, which in one way or another was used not only in logic rule systems, but also in statistical, neural, and fuzzy systems. Algorithmic complexity is related to Godel's theory, a most fundamental mathematical result. These difficulties were overcome by replacing logic with a dynamic process "from vague to crisp," dynamic logic. It leads to algorithms overcoming combinatorial complexity, and resulting in orders of magnitude improvement in classical problems of detection, tracking, fusion, and prediction in noise. I present engineering applications to pattern recognition, detection, tracking, fusion, financial predictions, and Internet search engines. Mathematical and engineering efficiency of dynamic logic can also be understood as cognitive algorithm, which describes fundamental property of the mind, the knowledge instinct responsible for all our higher cognitive functions: concepts, perception, cognition, instincts, imaginations, intuitions, emotions, including emotions of the beautiful. I present our latest results in modeling evolution of languages and cultures, their interactions in these processes, and role of music in cultural evolution. Experimental data is presented that support the theory. Future directions are outlined.

  4. Language and cognition.

    PubMed

    Perlovsky, Leonid

    2009-04-01

    What is the role of language in cognition? Do we think with words, or do we use words to communicate made-up decisions? The paper briefly reviews ideas in this area since 1950s. Then we discuss mechanisms of cognition, recent neuroscience experiments, and corresponding mathematical models. These models are interpreted in terms of a biological drive for cognition. Based on the Grossberg-Levine theory of drives and emotions, we identify specific emotions associated with the need for cognition. We demonstrate an engineering application of the developed technique, which significantly improves detection of patterns in noise over the previous state-of-the-art. The developed mathematical models are extended toward language. Then we consider possible brain-mind mechanisms of interaction between language and cognition. A mathematical analysis imposes restrictions on possible mechanisms. The proposed model resolves some long-standing language-cognition issues: how the mind learns correct associations between words and objects among an astronomical number of possible associations; why kids can talk about almost everything, but cannot act like adults, what exactly are the brain-mind differences; why animals do not talk and think like people. Recent brain imaging experiments indicate support for the proposed model. We discuss future theoretical and experimental research. PMID:19419838

  5. Language and Cognition Interaction Neural Mechanisms

    PubMed Central

    Perlovsky, Leonid

    2011-01-01

    How language and cognition interact in thinking? Is language just used for communication of completed thoughts, or is it fundamental for thinking? Existing approaches have not led to a computational theory. We develop a hypothesis that language and cognition are two separate but closely interacting mechanisms. Language accumulates cultural wisdom; cognition develops mental representations modeling surrounding world and adapts cultural knowledge to concrete circumstances of life. Language is acquired from surrounding language “ready-made” and therefore can be acquired early in life. This early acquisition of language in childhood encompasses the entire hierarchy from sounds to words, to phrases, and to highest concepts existing in culture. Cognition is developed from experience. Yet cognition cannot be acquired from experience alone; language is a necessary intermediary, a “teacher.” A mathematical model is developed; it overcomes previous difficulties and leads to a computational theory. This model is consistent with Arbib's “language prewired brain” built on top of mirror neuron system. It models recent neuroimaging data about cognition, remaining unnoticed by other theories. A number of properties of language and cognition are explained, which previously seemed mysterious, including influence of language grammar on cultural evolution, which may explain specifics of English and Arabic cultures. PMID:21876687

  6. Language evolution in the laboratory.

    PubMed

    Scott-Phillips, Thomas C; Kirby, Simon

    2010-09-01

    The historical origins of natural language cannot be observed directly. We can, however, study systems that support language and we can also develop models that explore the plausibility of different hypotheses about how language emerged. More recently, evolutionary linguists have begun to conduct language evolution experiments in the laboratory, where the emergence of new languages used by human participants can be observed directly. This enables researchers to study both the cognitive capacities necessary for language and the ways in which languages themselves emerge. One theme that runs through this work is how individual-level behaviours result in population-level linguistic phenomena. A central challenge for the future will be to explore how different forms of information transmission affect this process. PMID:20675183

  7. Language Experience Changes Language and Cognitive Ability

    PubMed Central

    Poarch, Gregory

    2014-01-01

    The sustained use of two languages by bilinguals has been shown to induce broad changes in language and cognitive abilities across the lifespan. The largest changes are seen as advantages in executive control, a set of processes responsible for controlled attention, inhibition, and shifting. Moreover, there is evidence that these executive control advantages mitigate cognitive decline in older age and contribute to cognitive reserve. In this paper, we examine some of the evidence for these findings and explain their relation to bilingual language use. These effects are considered in terms of their implications for our understanding of cognitive and brain plasticity. Some implications for social policy are discussed. PMID:25435805

  8. Archaeology and cognitive evolution.

    PubMed

    Wynn, Thomas

    2002-06-01

    Archaeology can provide two bodies of information relevant to the understanding of the evolution of human cognition--the timing of developments, and the evolutionary context of these developments. The challenge is methodological. Archaeology must document attributes that have direct implications for underlying cognitive mechanisms. One example of such a cognitive archaeology is found in spatial cognition. The archaeological record documents an evolutionary sequence that begins with ape-equivalent spatial abilities 2.5 million years ago and ends with the appearance of modern abilities in the still remote past of 400,000 years ago. The timing of these developments reveals two major episodes in the evolution in spatial ability, one, 1.5 million years ago and the other, one million years later. The two episodes of development in spatial cognition had very different evolutionary contexts. The first was associated with the shift to an open country adaptive niche that occurred early in the time range of Homo erectus. The second was associated with no clear adaptive shift, though it does appear to have coincided with the invasion of more hostile environments and the appearance of systematic hunting of large mammals. Neither, however, occurred in a context of modern hunting and gathering. PMID:12879699

  9. Evolution of Brain and Language

    ERIC Educational Resources Information Center

    Schoenemann, P. Thomas

    2009-01-01

    The evolution of language and the evolution of the brain are tightly interlinked. Language evolution represents a special kind of adaptation, in part because language is a complex behavior (as opposed to a physical feature) but also because changes are adaptive only to the extent that they increase either one's understanding of others, or one's…

  10. Culture shapes the evolution of cognition.

    PubMed

    Thompson, Bill; Kirby, Simon; Smith, Kenny

    2016-04-19

    A central debate in cognitive science concerns the nativist hypothesis, the proposal that universal features of behavior reflect a biologically determined cognitive substrate: For example, linguistic nativism proposes a domain-specific faculty of language that strongly constrains which languages can be learned. An evolutionary stance appears to provide support for linguistic nativism, because coordinated constraints on variation may facilitate communication and therefore be adaptive. However, language, like many other human behaviors, is underpinned by social learning and cultural transmission alongside biological evolution. We set out two models of these interactions, which show how culture can facilitate rapid biological adaptation yet rule out strong nativization. The amplifying effects of culture can allow weak cognitive biases to have significant population-level consequences, radically increasing the evolvability of weak, defeasible inductive biases; however, the emergence of a strong cultural universal does not imply, nor lead to, nor require, strong innate constraints. From this we must conclude, on evolutionary grounds, that the strong nativist hypothesis for language is false. More generally, because such reciprocal interactions between cultural and biological evolution are not limited to language, nativist explanations for many behaviors should be reconsidered: Evolutionary reasoning shows how we can have cognitively driven behavioral universals and yet extreme plasticity at the level of the individual-if, and only if, we account for the human capacity to transmit knowledge culturally. Wherever culture is involved, weak cognitive biases rather than strong innate constraints should be the default assumption. PMID:27044094

  11. Culture shapes the evolution of cognition

    PubMed Central

    Thompson, Bill; Kirby, Simon; Smith, Kenny

    2016-01-01

    A central debate in cognitive science concerns the nativist hypothesis, the proposal that universal features of behavior reflect a biologically determined cognitive substrate: For example, linguistic nativism proposes a domain-specific faculty of language that strongly constrains which languages can be learned. An evolutionary stance appears to provide support for linguistic nativism, because coordinated constraints on variation may facilitate communication and therefore be adaptive. However, language, like many other human behaviors, is underpinned by social learning and cultural transmission alongside biological evolution. We set out two models of these interactions, which show how culture can facilitate rapid biological adaptation yet rule out strong nativization. The amplifying effects of culture can allow weak cognitive biases to have significant population-level consequences, radically increasing the evolvability of weak, defeasible inductive biases; however, the emergence of a strong cultural universal does not imply, nor lead to, nor require, strong innate constraints. From this we must conclude, on evolutionary grounds, that the strong nativist hypothesis for language is false. More generally, because such reciprocal interactions between cultural and biological evolution are not limited to language, nativist explanations for many behaviors should be reconsidered: Evolutionary reasoning shows how we can have cognitively driven behavioral universals and yet extreme plasticity at the level of the individual—if, and only if, we account for the human capacity to transmit knowledge culturally. Wherever culture is involved, weak cognitive biases rather than strong innate constraints should be the default assumption. PMID:27044094

  12. The evolution of language.

    PubMed

    Corballis, Michael C

    2009-03-01

    Language, whether spoken or signed, can be viewed as a gestural system, evolving from the so-called mirror system in the primate brain. In nonhuman primates the gestural system is well developed for the productions and perception of manual action, especially transitive acts involving the grasping of objects. The emergence of bipedalism in the hominins freed the hands for the adaptation of the mirror system for intransitive acts for communication, initially through the miming of events. With the emergence of the genus Homo from some 2 million years ago, pressures for more complex communication and increased vocabulary size led to the conventionalization of gestures, the loss of iconic representation, and a gradual shift to vocal gestures replacing manual ones-although signed languages are still composed of manual and facial gestures. In parallel with the conventionalization of symbols, languages gained grammatical complexity, perhaps driven by the evolution of episodic memory and mental time travel, which involve combinations of familiar elements--Who did what to whom, when, where, and why? Language is thus adapted to allow us to share episodic structures, whether past, planned, or fictional, and so increase survival fitness. PMID:19338501

  13. Modeling Educational Content: The Cognitive Approach of the PALO Language

    ERIC Educational Resources Information Center

    Rodriguez-Artacho, Miguel; Verdejo Maillo, M. Felisa

    2004-01-01

    This paper presents a reference framework to describe educational material. It introduces the PALO Language as a cognitive based approach to Educational Modeling Languages (EML). In accordance with recent trends for reusability and interoperability in Learning Technologies, EML constitutes an evolution of the current content-centered…

  14. Embodied cognitive evolution and the cerebellum.

    PubMed

    Barton, Robert A

    2012-08-01

    Much attention has focused on the dramatic expansion of the forebrain, particularly the neocortex, as the neural substrate of cognitive evolution. However, though relatively small, the cerebellum contains about four times more neurons than the neocortex. I show that commonly used comparative measures such as neocortex ratio underestimate the contribution of the cerebellum to brain evolution. Once differences in the scaling of connectivity in neocortex and cerebellum are accounted for, a marked and general pattern of correlated evolution of the two structures is apparent. One deviation from this general pattern is a relative expansion of the cerebellum in apes and other extractive foragers. The confluence of these comparative patterns, studies of ape foraging skills and social learning, and recent evidence on the cognitive neuroscience of the cerebellum, suggest an important role for the cerebellum in the evolution of the capacity for planning, execution and understanding of complex behavioural sequences--including tool use and language. There is no clear separation between sensory-motor and cognitive specializations underpinning such skills, undermining the notion of executive control as a distinct process. Instead, I argue that cognitive evolution is most effectively understood as the elaboration of specialized systems for embodied adaptive control. PMID:22734053

  15. Extended, Embodied Cognition and Second Language Acquisition

    ERIC Educational Resources Information Center

    Atkinson, Dwight

    2010-01-01

    A "cognitivist" approach to cognition has traditionally dominated second language acquisition (SLA) studies. In this article, I examine two alternative approaches--"extended cognition" and "embodied cognition"--for how they might help us conceptualize SLA. More specifically, I present: (i) summaries of extended and embodied cognition, followed by…

  16. Evolution of speech-specific cognitive adaptations.

    PubMed

    de Boer, Bart

    2015-01-01

    This paper argues that an evolutionary perspective is natural when investigating cognitive adaptations related to language. This is because there appears to be correspondence between traits that linguists consider interesting and traits that have undergone selective pressure related to language. The paper briefly reviews theoretical results that shed light on what kind of adaptations we can expect to have evolved and then reviews concrete work related to the evolution of adaptations for combinatorial speech. It turns out that there is as yet no strong direct evidence for cognitive traits that have undergone selection related to speech, but there is indirect evidence that indicates selection. However, the traits that may have undergone selection are expected to be continuously variable ones, rather than the discrete ones that linguists have focused on traditionally. PMID:26483746

  17. Evolution of speech-specific cognitive adaptations

    PubMed Central

    de Boer, Bart

    2015-01-01

    This paper argues that an evolutionary perspective is natural when investigating cognitive adaptations related to language. This is because there appears to be correspondence between traits that linguists consider interesting and traits that have undergone selective pressure related to language. The paper briefly reviews theoretical results that shed light on what kind of adaptations we can expect to have evolved and then reviews concrete work related to the evolution of adaptations for combinatorial speech. It turns out that there is as yet no strong direct evidence for cognitive traits that have undergone selection related to speech, but there is indirect evidence that indicates selection. However, the traits that may have undergone selection are expected to be continuously variable ones, rather than the discrete ones that linguists have focused on traditionally. PMID:26483746

  18. Language Teacher Cognitions: Complex Dynamic Systems?

    ERIC Educational Resources Information Center

    Feryok, Anne

    2010-01-01

    Language teacher cognition research is a growing field. In recent years several features of language teacher cognitions have been noted: they can be complex, ranging over a number of different subjects; they can be dynamic, changing over time and under different influences; and they can be systems, forming unified and cohesive personal or…

  19. Cognitive Linguistics and the Second Language Classroom

    ERIC Educational Resources Information Center

    Holme, Randal

    2012-01-01

    Cognitive Linguistics (CL) makes the functional assumption that form is motivated by meaning. CL also analyses form-meaning pairings as products of how cognition structures perception. CL thus helps teachers to fit language to the nature of the cognition that learns whilst devising modes of instruction that are better attuned to the nature of the…

  20. The cognitive neuroscience of signed language.

    PubMed

    Rönnberg, J; Söderfeldt, B; Risberg, J

    2000-12-01

    The present article is an assessment of the current state of knowledge in the field of cognitive neuroscience of signed language. Reviewed lesion data show that the left hemisphere is dominant for perception and production of signed language in aphasics, in a fashion similar to spoken language aphasia. Several neuropsychological dissociations support this claim: Non-linguistic visuospatial functions can be dissociated from spatial functions and general motor deficits can be dissociated from execution of signs. Reviewed imaging data corroborate the lesion data in that the importance of the left hemisphere is re-confirmed. The data also establish the role of the right hemisphere in signed language processing. Alternative hypotheses regarding what aspects of signed language processing are handled by the right hemisphere are currently tested. The second section of the paper starts by addressing the role that early acquisition of signed and spoken language play for the neurofunctional activation patterns in the brain. Compensatory cognitive and communicative enhancements have also been documented as a function of early sign language use, suggesting an interesting interaction between language and cognition. Recent behavioural data on sign processing in working memory--a cognitive system important for language perception and production suggest e.g. phonological loop effects analogous to those obtained for speech processing. Neuroimaging studies will have to address this potential communality. PMID:11194414

  1. Triadic (ecological, neural, cognitive) niche construction: a scenario of human brain evolution extrapolating tool use and language from the control of reaching actions

    PubMed Central

    Iriki, Atsushi; Taoka, Miki

    2012-01-01

    Hominin evolution has involved a continuous process of addition of new kinds of cognitive capacity, including those relating to manufacture and use of tools and to the establishment of linguistic faculties. The dramatic expansion of the brain that accompanied additions of new functional areas would have supported such continuous evolution. Extended brain functions would have driven rapid and drastic changes in the hominin ecological niche, which in turn demanded further brain resources to adapt to it. In this way, humans have constructed a novel niche in each of the ecological, cognitive and neural domains, whose interactions accelerated their individual evolution through a process of triadic niche construction. Human higher cognitive activity can therefore be viewed holistically as one component in a terrestrial ecosystem. The brain's functional characteristics seem to play a key role in this triadic interaction. We advance a speculative argument about the origins of its neurobiological mechanisms, as an extension (with wider scope) of the evolutionary principles of adaptive function in the animal nervous system. The brain mechanisms that subserve tool use may bridge the gap between gesture and language—the site of such integration seems to be the parietal and extending opercular cortices. PMID:22106423

  2. A Proposed Neurological Interpretation of Language Evolution.

    PubMed

    Ardila, Alfredo

    2015-01-01

    Since the very beginning of the aphasia history it has been well established that there are two major aphasic syndromes (Wernicke's-type and Broca's-type aphasia); each one of them is related to the disturbance at a specific linguistic level (lexical/semantic and grammatical) and associated with a particular brain damage localization (temporal and frontal-subcortical). It is proposed that three stages in language evolution could be distinguished: (a) primitive communication systems similar to those observed in other animals, including nonhuman primates; (b) initial communication systems using sound combinations (lexicon) but without relationships among the elements (grammar); and (c) advanced communication systems including word-combinations (grammar). It is proposed that grammar probably originated from the internal representation of actions, resulting in the creation of verbs; this is an ability that depends on the so-called Broca's area and related brain networks. It is suggested that grammar is the basic ability for the development of so-called metacognitive executive functions. It is concluded that while the lexical/semantic language system (vocabulary) probably appeared during human evolution long before the contemporary man (Homo sapiens sapiens), the grammatical language historically represents a recent acquisition and is correlated with the development of complex cognition (metacognitive executive functions). PMID:26124540

  3. A Proposed Neurological Interpretation of Language Evolution

    PubMed Central

    2015-01-01

    Since the very beginning of the aphasia history it has been well established that there are two major aphasic syndromes (Wernicke's-type and Broca's-type aphasia); each one of them is related to the disturbance at a specific linguistic level (lexical/semantic and grammatical) and associated with a particular brain damage localization (temporal and frontal-subcortical). It is proposed that three stages in language evolution could be distinguished: (a) primitive communication systems similar to those observed in other animals, including nonhuman primates; (b) initial communication systems using sound combinations (lexicon) but without relationships among the elements (grammar); and (c) advanced communication systems including word-combinations (grammar). It is proposed that grammar probably originated from the internal representation of actions, resulting in the creation of verbs; this is an ability that depends on the so-called Broca's area and related brain networks. It is suggested that grammar is the basic ability for the development of so-called metacognitive executive functions. It is concluded that while the lexical/semantic language system (vocabulary) probably appeared during human evolution long before the contemporary man (Homo sapiens sapiens), the grammatical language historically represents a recent acquisition and is correlated with the development of complex cognition (metacognitive executive functions). PMID:26124540

  4. Language, Cognition, and ESL Literacy.

    ERIC Educational Resources Information Center

    Cazden, Courtney B.; Starfield, Sue

    1994-01-01

    In "Vygotsky and ESL Literacy Teaching," Cazden uses examples from South Africa to discuss internalization of socially acquired language, instruction as "scaffolded assistance," and social meanings of English-as-a-Second-Language literacy. In "Cummins, EAP, and Academic Literacy," Starfield focuses on a University of Witwatersrand…

  5. The mystery of language evolution

    PubMed Central

    Hauser, Marc D.; Yang, Charles; Berwick, Robert C.; Tattersall, Ian; Ryan, Michael J.; Watumull, Jeffrey; Chomsky, Noam; Lewontin, Richard C.

    2014-01-01

    Understanding the evolution of language requires evidence regarding origins and processes that led to change. In the last 40 years, there has been an explosion of research on this problem as well as a sense that considerable progress has been made. We argue instead that the richness of ideas is accompanied by a poverty of evidence, with essentially no explanation of how and why our linguistic computations and representations evolved. We show that, to date, (1) studies of nonhuman animals provide virtually no relevant parallels to human linguistic communication, and none to the underlying biological capacity; (2) the fossil and archaeological evidence does not inform our understanding of the computations and representations of our earliest ancestors, leaving details of origins and selective pressure unresolved; (3) our understanding of the genetics of language is so impoverished that there is little hope of connecting genes to linguistic processes any time soon; (4) all modeling attempts have made unfounded assumptions, and have provided no empirical tests, thus leaving any insights into language's origins unverifiable. Based on the current state of evidence, we submit that the most fundamental questions about the origins and evolution of our linguistic capacity remain as mysterious as ever, with considerable uncertainty about the discovery of either relevant or conclusive evidence that can adjudicate among the many open hypotheses. We conclude by presenting some suggestions about possible paths forward. PMID:24847300

  6. Finding Language in the Language Arts: Towards "Cognitive Language Arts."

    ERIC Educational Resources Information Center

    Chametzky, Robert A.

    The language arts are constructed like a doughnut or a bagel, so that at their center where there might be something, there is instead a hole--emptiness. The dominant approach to understanding the nature of language--generative grammar--does not suggest a center for the language arts. An alternative approach to language and mind is "cognitive…

  7. Innateness, evolution, and genetics of language.

    PubMed

    Ganger, J; Stromswold, K

    1998-04-01

    Our goal in this article is to review a debate over the evolution of language and to suggest some keys to its resolution. We begin with a review of some of the theoretical and empirical evidence for the innateness of language that has caused renewed interest in the evolution of language. In a second section we review some prominent theories of the evolution of language, focusing on the controversy over whether language could have been adapted for some purpose. We argue that for evolutionary studies of language to advance, theorists must make more persuasive arguments for the purpose of language, and, furthermore, linguists must continue to develop a detailed theory of syntax. Finally, we suggest ways that behavioral and population genetics could help to inform studies of the evolution of language. PMID:9549236

  8. The co-evolution of language and emotions

    PubMed Central

    Jablonka, Eva; Ginsburg, Simona; Dor, Daniel

    2012-01-01

    We argue that language evolution started like the evolution of reading and writing, through cultural evolutionary processes. Genuinely new behavioural patterns emerged from collective exploratory processes that individuals could learn because of their brain plasticity. Those cultural–linguistic innovative practices that were consistently socially and culturally selected drove a process of genetic accommodation of both general and language-specific aspects of cognition. We focus on the affective facet of this culture-driven cognitive evolution, and argue that the evolution of human emotions co-evolved with that of language. We suggest that complex tool manufacture and alloparenting played an important role in the evolution of emotions, by leading to increased executive control and inter-subjective sensitivity. This process, which can be interpreted as a special case of self-domestication, culminated in the construction of human-specific social emotions, which facilitated information-sharing. Once in place, language enhanced the inhibitory control of emotions, enabled the development of novel emotions and emotional capacities, and led to a human mentality that departs in fundamental ways from that of other apes. We end by suggesting experimental approaches that can help in evaluating some of these proposals and hence lead to better understanding of the evolutionary biology of language and emotions. PMID:22734058

  9. Cognitive Mechanisms Underlying Second Language Listening Comprehension

    ERIC Educational Resources Information Center

    Hu, Guiling

    2009-01-01

    This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability.…

  10. The Language Organ: Linguistics as Cognitive Physiology.

    ERIC Educational Resources Information Center

    Anderson, Stephen R.; Lightfoot, David W.

    This book treats human language as the manifestation of a faculty of the mind, a mental organ whose nature is determined by human biology, suggesting that its functional properties should be explored just as physiology explores the functional properties of physical organs. The book asserts that linguistics investigates cognition, taking as its…

  11. Language Minority Children's Linguistic and Cognitive Creativity.

    ERIC Educational Resources Information Center

    Kessler, Carolyn; Quinn, Mary Ellen

    1987-01-01

    Discusses findings from an empirical investigation of the effects of bilingualism (Spanish-English) on the creativity of language minority children in terms of the cognitive processes of divergent and convergent thinking, and the linguistic process of metaphorizing in the context of formulating scientific hypotheses. (Author/CB)

  12. LANGUAGE AND COGNITION IN THE YOUNG CHILD.

    ERIC Educational Resources Information Center

    ANISFELD, MOSHE

    THE LITERATURE ON INTELLECTUAL DEVELOPMENT APPEARS TO ATTRIBUTE TO THE YOUNG CHILD A HIGH LEVEL OF LINGUISTIC DEVELOPMENT AND A RELATIVELY LOW LEVEL OF DEVELOPMENT IN OTHER COGNITIVE SPHERES. IN AN ATTEMPT TO RESOLVE THIS DISCREPANCY, THE AUTHOR ADVANCED THE HYPOTHESIS THAT THE DESCRIPTIONS OF LANGUAGE DEVELOPMENT ARE BASED ON AN ANALYSIS OF THE…

  13. Language Influence on Children's Cognitive Number Representation

    ERIC Educational Resources Information Center

    Alsawaie, Othman N.

    2004-01-01

    This study examined the effect of language on children's cognitive representation of number. The sample for the study consisted of 90 Arabic speaking children with a mean age of 80 months. Children were interviewed individually and asked to represent written two-digit numbers using base-10 blocks. A new approach for testing the linguistic…

  14. Developing Cognitive Academic Language Proficiency: The Journey

    ERIC Educational Resources Information Center

    Roessingh, Hetty; Kover, Pat; Watt, David

    2005-01-01

    This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and…

  15. The Ecology of Language Evolution. Cambridge Approaches to Language Contact.

    ERIC Educational Resources Information Center

    Mufwene, Salikoko S.

    This book explores the development of creoles and other new languages, highlighting conceptual and methodological issues for genetic linguistics and discussing the significance of ecologies that influence language evolution. It presents examples of changes in the structure, function, and vitality of languages, suggesting that similar ecologies…

  16. Cognition and Function in Language.

    ERIC Educational Resources Information Center

    Fox, Barbara A., Ed.; Jurafsky, Dan, Ed.; Michaelis, Laura A., Ed.

    Selected papers include: "From Core to Periphery: A Study on the Directionality of Syntactic Change in Japanese" (Kaoru Horie); "On the Extension of Body-Part Nouns to Object-Part Nouns and Spatial Adpositions" (Yo Matsumoto); "Noun Classes: Language Change and Learning" (Maria Polinsky, Dan Jackson); "Multifunctionality: The Developmental Path of…

  17. Mirror Neurons and the Evolution of Language

    ERIC Educational Resources Information Center

    Corballis, Michael C.

    2010-01-01

    The mirror system provided a natural platform for the subsequent evolution of language. In nonhuman primates, the system provides for the understanding of biological action, and possibly for imitation, both prerequisites for language. I argue that language evolved from manual gestures, initially as a system of pantomime, but with gestures…

  18. Ape gestures and language evolution

    PubMed Central

    Pollick, Amy S.; de Waal, Frans B. M.

    2007-01-01

    The natural communication of apes may hold clues about language origins, especially because apes frequently gesture with limbs and hands, a mode of communication thought to have been the starting point of human language evolution. The present study aimed to contrast brachiomanual gestures with orofacial movements and vocalizations in the natural communication of our closest primate relatives, bonobos (Pan paniscus) and chimpanzees (Pan troglodytes). We tested whether gesture is the more flexible form of communication by measuring the strength of association between signals and specific behavioral contexts, comparing groups of both the same and different ape species. Subjects were two captive bonobo groups, a total of 13 individuals, and two captive chimpanzee groups, a total of 34 individuals. The study distinguished 31 manual gestures and 18 facial/vocal signals. It was found that homologous facial/vocal displays were used very similarly by both ape species, yet the same did not apply to gestures. Both within and between species gesture usage varied enormously. Moreover, bonobos showed greater flexibility in this regard than chimpanzees and were also the only species in which multimodal communication (i.e., combinations of gestures and facial/vocal signals) added to behavioral impact on the recipient. PMID:17470779

  19. Restrictions on biological adaptation in language evolution

    PubMed Central

    Chater, Nick; Reali, Florencia; Christiansen, Morten H.

    2009-01-01

    Language acquisition and processing are governed by genetic constraints. A crucial unresolved question is how far these genetic constraints have coevolved with language, perhaps resulting in a highly specialized and species-specific language “module,” and how much language acquisition and processing redeploy preexisting cognitive machinery. In the present work, we explored the circumstances under which genes encoding language-specific properties could have coevolved with language itself. We present a theoretical model, implemented in computer simulations, of key aspects of the interaction of genes and language. Our results show that genes for language could have coevolved only with highly stable aspects of the linguistic environment; a rapidly changing linguistic environment does not provide a stable target for natural selection. Thus, a biological endowment could not coevolve with properties of language that began as learned cultural conventions, because cultural conventions change much more rapidly than genes. We argue that this rules out the possibility that arbitrary properties of language, including abstract syntactic principles governing phrase structure, case marking, and agreement, have been built into a “language module” by natural selection. The genetic basis of human language acquisition and processing did not coevolve with language, but primarily predates the emergence of language. As suggested by Darwin, the fit between language and its underlying mechanisms arose because language has evolved to fit the human brain, rather than the reverse. PMID:19164588

  20. Many important language universals are not reducible to processing or cognition.

    PubMed

    Medeiros, David P; Piattelli-Palmarini, Massimo; Bever, Thomas G

    2016-01-01

    Christiansen & Chater (C&C) ignore the many linguistic universals that cannot be reduced to processing or cognitive constraints, some of which we present. Their claim that grammar is merely acquired language processing skill cannot account for such universals. Their claim that all other universal properties are historically and culturally based is a nonsequitur about language evolution, lacking data. PMID:27562411

  1. Cognition and the evolution of camouflage

    PubMed Central

    2016-01-01

    Camouflage is one of the most widespread forms of anti-predator defence and prevents prey individuals from being detected or correctly recognized by would-be predators. Over the past decade, there has been a resurgence of interest in both the evolution of prey camouflage patterns, and in understanding animal cognition in a more ecological context. However, these fields rarely collide, and the role of cognition in the evolution of camouflage is poorly understood. Here, we review what we currently know about the role of both predator and prey cognition in the evolution of prey camouflage, outline why cognition may be an important selective pressure driving the evolution of camouflage and consider how studying the cognitive processes of animals may prove to be a useful tool to study the evolution of camouflage, and vice versa. In doing so, we highlight that we still have a lot to learn about the role of cognition in the evolution of camouflage and identify a number of avenues for future research. PMID:26911959

  2. Cognition and the evolution of camouflage.

    PubMed

    Skelhorn, John; Rowe, Candy

    2016-02-24

    Camouflage is one of the most widespread forms of anti-predator defence and prevents prey individuals from being detected or correctly recognized by would-be predators. Over the past decade, there has been a resurgence of interest in both the evolution of prey camouflage patterns, and in understanding animal cognition in a more ecological context. However, these fields rarely collide, and the role of cognition in the evolution of camouflage is poorly understood. Here, we review what we currently know about the role of both predator and prey cognition in the evolution of prey camouflage, outline why cognition may be an important selective pressure driving the evolution of camouflage and consider how studying the cognitive processes of animals may prove to be a useful tool to study the evolution of camouflage, and vice versa. In doing so, we highlight that we still have a lot to learn about the role of cognition in the evolution of camouflage and identify a number of avenues for future research. PMID:26911959

  3. Metaphoric competence in cognitive and language development.

    PubMed

    Marschark, M; Nall, L

    1985-01-01

    Consideration of the age-related changes in children's language and cognitive development suggests qualitative changes in their creative language use. Many, if not most, researchers in the area have argued that some metaphoric competence emerges far earlier than would be expected on the basis of explanation or interpretation tasks alone. These same researchers, however, appear largely to have neglected consideration of the cognitive prerequisites for such abilities and differences between what is nonliteral for the adult and nonliteral for the child. If figurative language is defined as involving intentional violation of conceptual boundaries in order to highlight some correspondence, one must be sure that children credited with that competence have (1) the metacognitive and metalinguistic abilities to understand at least some of the implications of such language (Lakoff & Johnson, 1980; Nelson, 1974; Nelson & Nelson, 1978), (2) a conceptual organization that entails the purportedly violated conceptual boundaries (Lange, 1978), and (3) some notion of metaphoric tension as well as ground. Having stacked the definitional cards, we doubt that many investigators would assert that 2-year-old children at nonverbal symbolic play are doing anything that is literally metaphorical in our terms. But neither will we deny that one can observe creative components in the verbal and nonverbal play of the young child that are precursors of later nonliteral language skills (see McCune-Nicolich, 1981, for discussion). We simply do not see these creative abilities as specific to language in any way that justifies calling them metaphoric competence. Rather, the child's abilities to deal flexibly with the world, to "play" with possible alternative organizations of it, and to see similarity in diversity represent the bases of subsequent cognitive as well as language development. Far from being an exceptional aspect of development, apparently nonliteral language should be considered a

  4. Modelling language evolution: Examples and predictions.

    PubMed

    Gong, Tao; Shuai, Lan; Zhang, Menghan

    2014-06-01

    We survey recent computer modelling research of language evolution, focusing on a rule-based model simulating the lexicon-syntax coevolution and an equation-based model quantifying the language competition dynamics. We discuss four predictions of these models: (a) correlation between domain-general abilities (e.g. sequential learning) and language-specific mechanisms (e.g. word order processing); (b) coevolution of language and relevant competences (e.g. joint attention); (c) effects of cultural transmission and social structure on linguistic understandability; and (d) commonalities between linguistic, biological, and physical phenomena. All these contribute significantly to our understanding of the evolutions of language structures, individual learning mechanisms, and relevant biological and socio-cultural factors. We conclude the survey by highlighting three future directions of modelling studies of language evolution: (a) adopting experimental approaches for model evaluation; (b) consolidating empirical foundations of models; and (c) multi-disciplinary collaboration among modelling, linguistics, and other relevant disciplines. PMID:24286718

  5. Modelling language evolution: Examples and predictions

    NASA Astrophysics Data System (ADS)

    Gong, Tao; Shuai, Lan; Zhang, Menghan

    2014-06-01

    We survey recent computer modelling research of language evolution, focusing on a rule-based model simulating the lexicon-syntax coevolution and an equation-based model quantifying the language competition dynamics. We discuss four predictions of these models: (a) correlation between domain-general abilities (e.g. sequential learning) and language-specific mechanisms (e.g. word order processing); (b) coevolution of language and relevant competences (e.g. joint attention); (c) effects of cultural transmission and social structure on linguistic understandability; and (d) commonalities between linguistic, biological, and physical phenomena. All these contribute significantly to our understanding of the evolutions of language structures, individual learning mechanisms, and relevant biological and socio-cultural factors. We conclude the survey by highlighting three future directions of modelling studies of language evolution: (a) adopting experimental approaches for model evaluation; (b) consolidating empirical foundations of models; and (c) multi-disciplinary collaboration among modelling, linguistics, and other relevant disciplines.

  6. Cognitive Evolution by MMSE in Poststroke Patients

    ERIC Educational Resources Information Center

    da Costa, Fabricia Azevedo

    2010-01-01

    The aim of this study was to investigate the cognitive and clinical evolution of post-acute stroke patients and the evolution of each Mini-Mental State Examination (MMSE) item. A longitudinal study was conducted with 42 poststroke individuals in rehabilitation. The MMSE and the National Institutes of Health Stroke Scale were used to assess…

  7. Language evolution and human-computer interaction

    NASA Technical Reports Server (NTRS)

    Grudin, Jonathan; Norman, Donald A.

    1991-01-01

    Many of the issues that confront designers of interactive computer systems also appear in natural language evolution. Natural languages and human-computer interfaces share as their primary mission the support of extended 'dialogues' between responsive entities. Because in each case one participant is a human being, some of the pressures operating on natural languages, causing them to evolve in order to better support such dialogue, also operate on human-computer 'languages' or interfaces. This does not necessarily push interfaces in the direction of natural language - since one entity in this dialogue is not a human, this is not to be expected. Nonetheless, by discerning where the pressures that guide natural language evolution also appear in human-computer interaction, we can contribute to the design of computer systems and obtain a new perspective on natural languages.

  8. Unraveling the evolution of uniquely human cognition.

    PubMed

    MacLean, Evan L

    2016-06-01

    A satisfactory account of human cognitive evolution will explain not only the psychological mechanisms that make our species unique, but also how, when, and why these traits evolved. To date, researchers have made substantial progress toward defining uniquely human aspects of cognition, but considerably less effort has been devoted to questions about the evolutionary processes through which these traits have arisen. In this article, I aim to link these complementary aims by synthesizing recent advances in our understanding of what makes human cognition unique, with theory and data regarding the processes of cognitive evolution. I review evidence that uniquely human cognition depends on synergism between both representational and motivational factors and is unlikely to be accounted for by changes to any singular cognitive system. I argue that, whereas no nonhuman animal possesses the full constellation of traits that define the human mind, homologies and analogies of critical aspects of human psychology can be found in diverse nonhuman taxa. I suggest that phylogenetic approaches to the study of animal cognition-which can address questions about the selective pressures and proximate mechanisms driving cognitive change-have the potential to yield important insights regarding the processes through which the human cognitive phenotype evolved. PMID:27274041

  9. Language Learning by Dint of Social Cognitive Advancement

    ERIC Educational Resources Information Center

    Mathew, Bincy; Raja, B. William Dharma

    2015-01-01

    Language is of vital importance to human beings. It is a means of communication and it has specific cognitive links. Advanced social cognition is necessary for children to acquire language, and sophisticated mind-reading abilities to assume word meanings and communicate pragmatically. Language can be defined as a bi-directional system that permits…

  10. Language and Cognition in Normal and Late-Talking Toddlers.

    ERIC Educational Resources Information Center

    Thal, Donna J.

    1991-01-01

    This paper analyzes Piagetian theory on the relative development of cognition and language, the local homology model which claims there are specific language-cognition relationships at specific points in time, normal development and local homology, and development in language-impaired children. Implications for clinical decision making are…

  11. Language as a multimodal phenomenon: implications for language learning, processing and evolution

    PubMed Central

    Vigliocco, Gabriella; Perniss, Pamela; Vinson, David

    2014-01-01

    Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages. PMID:25092660

  12. Language as a multimodal phenomenon: implications for language learning, processing and evolution.

    PubMed

    Vigliocco, Gabriella; Perniss, Pamela; Vinson, David

    2014-09-19

    Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages. PMID:25092660

  13. New thinking: the evolution of human cognition.

    PubMed

    Heyes, Cecilia

    2012-08-01

    Humans are animals that specialize in thinking and knowing, and our extraordinary cognitive abilities have transformed every aspect of our lives. In contrast to our chimpanzee cousins and Stone Age ancestors, we are complex political, economic, scientific and artistic creatures, living in a vast range of habitats, many of which are our own creation. Research on the evolution of human cognition asks what types of thinking make us such peculiar animals, and how they have been generated by evolutionary processes. New research in this field looks deeper into the evolutionary history of human cognition, and adopts a more multi-disciplinary approach than earlier 'Evolutionary Psychology'. It is informed by comparisons between humans and a range of primate and non-primate species, and integrates findings from anthropology, archaeology, economics, evolutionary biology, neuroscience, philosophy and psychology. Using these methods, recent research reveals profound commonalities, as well striking differences, between human and non-human minds, and suggests that the evolution of human cognition has been much more gradual and incremental than previously assumed. It accords crucial roles to cultural evolution, techno-social co-evolution and gene-culture co-evolution. These have produced domain-general developmental processes with extraordinary power-power that makes human cognition, and human lives, unique. PMID:22734052

  14. New thinking: the evolution of human cognition

    PubMed Central

    Heyes, Cecilia

    2012-01-01

    Humans are animals that specialize in thinking and knowing, and our extraordinary cognitive abilities have transformed every aspect of our lives. In contrast to our chimpanzee cousins and Stone Age ancestors, we are complex political, economic, scientific and artistic creatures, living in a vast range of habitats, many of which are our own creation. Research on the evolution of human cognition asks what types of thinking make us such peculiar animals, and how they have been generated by evolutionary processes. New research in this field looks deeper into the evolutionary history of human cognition, and adopts a more multi-disciplinary approach than earlier ‘Evolutionary Psychology’. It is informed by comparisons between humans and a range of primate and non-primate species, and integrates findings from anthropology, archaeology, economics, evolutionary biology, neuroscience, philosophy and psychology. Using these methods, recent research reveals profound commonalities, as well striking differences, between human and non-human minds, and suggests that the evolution of human cognition has been much more gradual and incremental than previously assumed. It accords crucial roles to cultural evolution, techno-social co-evolution and gene–culture co-evolution. These have produced domain-general developmental processes with extraordinary power—power that makes human cognition, and human lives, unique. PMID:22734052

  15. Genes, language, cognition, and culture: towards productive inquiry.

    PubMed

    Fitch, W Tecumseh

    2011-04-01

    The Queen Mary conference on “Integrating Genetic and Cultural Evolutionary Approaches to Language,” and the papers in this special issue, clearly illustrate the excitement and potential of trans-disciplinary approaches to language as an evolved biological capacity (phylogeny) and an evolving cultural entity (glossogeny). Excepting the present author, the presenters/authors are mostly young rising stars in their respective fields, and include scientists with backgrounds in linguistics, animal communication, neuroscience, evolutionary biology, anthropology, and computer science. On display was a clear willingness to engage with different approaches and terminology and a commitment to shared standards of scientific rigor, empirically driven theory, and logical argument. Because the papers assembled here, together with the introduction, speak for themselves, I will focus in this “extro-duction” on some of the terminological and conceptual difficulties which threaten to block this exciting wave of scientific progress in understanding language evolution, in both senses of that term. In particular I will first argue against the regrettably widespread practice of opposing cultural and genetic explanations of human cognition as if they were dichotomous. Second, I will unpack the debate concerning “general-purpose” and “domain-specific” mechanisms, which masquerades as a debate about nativism but is nothing of the sort. I believe that framing discussions of language in these terms has generated more heat than light, and that a modern molecular understanding of genes, development, behavior, and evolution renders many of the assumptions underlying this debate invalid. PMID:21615292

  16. Unraveling the evolution of uniquely human cognition

    PubMed Central

    MacLean, Evan L.

    2016-01-01

    A satisfactory account of human cognitive evolution will explain not only the psychological mechanisms that make our species unique, but also how, when, and why these traits evolved. To date, researchers have made substantial progress toward defining uniquely human aspects of cognition, but considerably less effort has been devoted to questions about the evolutionary processes through which these traits have arisen. In this article, I aim to link these complementary aims by synthesizing recent advances in our understanding of what makes human cognition unique, with theory and data regarding the processes of cognitive evolution. I review evidence that uniquely human cognition depends on synergism between both representational and motivational factors and is unlikely to be accounted for by changes to any singular cognitive system. I argue that, whereas no nonhuman animal possesses the full constellation of traits that define the human mind, homologies and analogies of critical aspects of human psychology can be found in diverse nonhuman taxa. I suggest that phylogenetic approaches to the study of animal cognition—which can address questions about the selective pressures and proximate mechanisms driving cognitive change—have the potential to yield important insights regarding the processes through which the human cognitive phenotype evolved. PMID:27274041

  17. Archeological insights into hominin cognitive evolution.

    PubMed

    Wynn, Thomas; Coolidge, Frederick L

    2016-07-01

    How did the human mind evolve? How and when did we come to think in the ways we do? The last thirty years have seen an explosion in research related to the brain and cognition. This research has encompassed a range of biological and social sciences, from epigenetics and cognitive neuroscience to social and developmental psychology. Following naturally on this efflorescence has been a heightened interest in the evolution of the brain and cognition. Evolutionary scholars, including paleoanthropologists, have deployed the standard array of evolutionary methods. Ethological and experimental evidence has added significantly to our understanding of nonhuman brains and cognition, especially those of nonhuman primates. Studies of fossil brains through endocasts and sophisticated imaging techniques have revealed evolutionary changes in gross neural anatomy. Psychologists have also gotten into the game through application of reverse engineering to experimentally based descriptions of cognitive functions. For hominin evolution, there is another rich source of evidence of cognition, the archeological record. Using the methods of Paleolithic archeology and the theories and models of cognitive science, evolutionary cognitive archeology documents developments in the hominin mind that would otherwise be inaccessible. PMID:27519459

  18. The shape and tempo of language evolution.

    PubMed

    Greenhill, S J; Atkinson, Q D; Meade, A; Gray, R D

    2010-08-22

    There are approximately 7000 languages spoken in the world today. This diversity reflects the legacy of thousands of years of cultural evolution. How far back we can trace this history depends largely on the rate at which the different components of language evolve. Rates of lexical evolution are widely thought to impose an upper limit of 6000-10,000 years on reliably identifying language relationships. In contrast, it has been argued that certain structural elements of language are much more stable. Just as biologists use highly conserved genes to uncover the deepest branches in the tree of life, highly stable linguistic features hold the promise of identifying deep relationships between the world's languages. Here, we present the first global network of languages based on this typological information. We evaluate the relative evolutionary rates of both typological and lexical features in the Austronesian and Indo-European language families. The first indications are that typological features evolve at similar rates to basic vocabulary but their evolution is substantially less tree-like. Our results suggest that, while rates of vocabulary change are correlated between the two language families, the rates of evolution of typological features and structural subtypes show no consistent relationship across families. PMID:20375050

  19. Learning about primates' learning, language, and cognition

    NASA Technical Reports Server (NTRS)

    Rumbaugh, Duane M.

    1992-01-01

    Results are presented of many years of research on the methods of teaching primates the language and cognitive skills which were long considered to be unteachable to particular species of primates. It was found that chimpanzee subjects could not only learn a number of 'stock sentences' but to use them in variations and several combinations for the purpose of solving various problems. Apes placed in different rooms could be taught to communicate via computer, and collaborate with each other on doing specific tasks. Contrary to expectations, young rhesus monkeys proved to be able to learn as much as the chimpanzee species.

  20. The Immune Syntax Revisited: Opening New Windows on Language Evolution

    PubMed Central

    Benítez-Burraco, Antonio; Uriagereka, Juan

    2016-01-01

    Recent research has added new dimensions to our understanding of classical evolution, according to which evolutionary novelties result from gene mutations inherited from parents to offspring. Language is surely one such novelty. Together with specific changes in our genome and epigenome, we suggest that two other (related) mechanisms may have contributed to the brain rewiring underlying human cognitive evolution and, specifically, the changes in brain connectivity that prompted the emergence of our species-specific linguistic abilities: the horizontal transfer of genetic material by viral and non-viral vectors and the brain/immune system crosstalk (more generally, the dialogue between the microbiota, the immune system, and the brain). PMID:26793054

  1. New Frontiers in Language Evolution and Development.

    PubMed

    Oller, D Kimbrough; Dale, Rick; Griebel, Ulrike

    2016-04-01

    This article introduces the Special Issue and its focus on research in language evolution with emphasis on theory as well as computational and robotic modeling. A key theme is based on the growth of evolutionary developmental biology or evo-devo. The Special Issue consists of 13 articles organized in two sections: A) Theoretical foundations and B) Modeling and simulation studies. All the papers are interdisciplinary in nature, encompassing work in biological and linguistic foundations for the study of language evolution as well as a variety of computational and robotic modeling efforts shedding light on how language may be developed and may have evolved. PMID:27120154

  2. [The genetic language: grammar, semantics, evolution].

    PubMed

    Ratner, V A

    1993-05-01

    The genetic language is a collection of rules and regularities of genetic information coding for genetic texts. It is defined by alphabet, grammar, collection of punctuation marks and regulatory sites, semantics. There is a review of these general attributes of genetic language, including also the problems of synonymy and evolution. The main directions of theoretical investigations of genetic language and neighbouring questions are formulated: (1) cryptographic problems, (2) analysis of genetic texts, (3) theoretical-linguistic problems, (4) evolutionary linguistic questions. The problem of genetic language becomes one of the key ones of molecular genetics, molecular biology and gene engineering. PMID:8335231

  3. Can mathematics explain the evolution of human language?

    PubMed Central

    2011-01-01

    Investigation into the sequence structure of the genetic code by means of an informatic approach is a real success story. The features of human language are also the object of investigation within the realm of formal language theories. They focus on the common rules of a universal grammar that lies behind all languages and determine generation of syntactic structures. This universal grammar is a depiction of material reality, i.e., the hidden logical order of things and its relations determined by natural laws. Therefore mathematics is viewed not only as an appropriate tool to investigate human language and genetic code structures through computer science-based formal language theory but is itself a depiction of material reality. This confusion between language as a scientific tool to describe observations/experiences within cognitive constructed models and formal language as a direct depiction of material reality occurs not only in current approaches but was the central focus of the philosophy of science debate in the twentieth century, with rather unexpected results. This article recalls these results and their implications for more recent mathematical approaches that also attempt to explain the evolution of human language. PMID:22046452

  4. Can mathematics explain the evolution of human language?

    PubMed

    Witzany, Guenther

    2011-09-01

    Investigation into the sequence structure of the genetic code by means of an informatic approach is a real success story. The features of human language are also the object of investigation within the realm of formal language theories. They focus on the common rules of a universal grammar that lies behind all languages and determine generation of syntactic structures. This universal grammar is a depiction of material reality, i.e., the hidden logical order of things and its relations determined by natural laws. Therefore mathematics is viewed not only as an appropriate tool to investigate human language and genetic code structures through computer science-based formal language theory but is itself a depiction of material reality. This confusion between language as a scientific tool to describe observations/experiences within cognitive constructed models and formal language as a direct depiction of material reality occurs not only in current approaches but was the central focus of the philosophy of science debate in the twentieth century, with rather unexpected results. This article recalls these results and their implications for more recent mathematical approaches that also attempt to explain the evolution of human language. PMID:22046452

  5. Language evolution: syntax before phonology?

    PubMed Central

    Collier, Katie; Bickel, Balthasar; van Schaik, Carel P.; Manser, Marta B.; Townsend, Simon W.

    2014-01-01

    Phonology and syntax represent two layers of sound combination central to language's expressive power. Comparative animal studies represent one approach to understand the origins of these combinatorial layers. Traditionally, phonology, where meaningless sounds form words, has been considered a simpler combination than syntax, and thus should be more common in animals. A linguistically informed review of animal call sequences demonstrates that phonology in animal vocal systems is rare, whereas syntax is more widespread. In the light of this and the absence of phonology in some languages, we hypothesize that syntax, present in all languages, evolved before phonology. PMID:24943364

  6. Manual praxis in stone tool manufacture: implications for language evolution.

    PubMed

    Ruck, Lana

    2014-12-01

    Alternative functions of the left-hemisphere dominant Broca's region have induced hypotheses regarding the evolutionary parallels between manual praxis and language in humans. Many recent studies on Broca's area reveal several assumptions about the cognitive mechanisms that underlie both functions, including: (1) an accurate, finely controlled body schema, (2) increasing syntactical abilities, particularly for goal-oriented actions, and (3) bilaterality and fronto-parietal connectivity. Although these characteristics are supported by experimental paradigms, many researchers have failed to acknowledge a major line of evidence for the evolutionary development of these traits: stone tools. The neuroscience of stone tool manufacture is a viable proxy for understanding evolutionary aspects of manual praxis and language, and may provide key information for evaluating competing hypotheses on the co-evolution of these cognitive domains in our species. PMID:25463818

  7. Non-Linguistic Cognitive Treatment for Primary Language Impairment

    ERIC Educational Resources Information Center

    Ebert, Kerry Danahy; Kohnert, Kathryn

    2009-01-01

    Children with primary or "specific" language impairment (PLI) demonstrate subtle deficits in non-linguistic cognitive processing skills that may play a causal or contributing role in PLI. The purpose of this study was to investigate the possibility that short-term treatment of non-linguistic cognitive processing skills improves language abilities…

  8. Cognitive Content Engagement in Content-Based Language Teaching

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2011-01-01

    This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content…

  9. Language in Cognitive Development: The Emergence of the Mediated Mind.

    ERIC Educational Resources Information Center

    Nelson, Katherine

    This book presents an integrated theory of cognitive development in infancy and early childhood, emphasizing the role of language in memory, processing narratives, forming concepts, and understanding others' intentions. Chapter 1, "Language, Cognition, and Culture in Developmental Perspective," presents the experiential theoretical approach and…

  10. Mirror neurons and the evolution of language.

    PubMed

    Corballis, Michael C

    2010-01-01

    The mirror system provided a natural platform for the subsequent evolution of language. In nonhuman primates, the system provides for the understanding of biological action, and possibly for imitation, both prerequisites for language. I argue that language evolved from manual gestures, initially as a system of pantomime, but with gestures gradually "conventionalizing" to assume more symbolic form. The evolution of episodic memory and mental time travel, probably beginning with the genus Homo during the Pleistocene, created pressure for the system to "grammaticalize," involving the increased vocabulary necessary to refer to episodes separated in time and place from the present, constructions such as tense to refer to time itself, and the generativity to construct future (and fictional) episodes. In parallel with grammaticalization, the language medium gradually incorporated facial and then vocal elements, culminating in autonomous speech (albeit accompanied still by manual gesture) in our own species, Homo sapiens. PMID:19342089

  11. Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain

    PubMed Central

    Kroll, Judith F.; Bobb, Susan C.; Hoshino, Noriko

    2014-01-01

    A series of discoveries in the last two decades has changed the way we think about bilingualism and its implications for language and cognition. One is that both languages are always active. The parallel activation of the two languages is thought to give rise to competition that imposes demands on the bilingual to control the language not in use to achieve fluency in the target language. The second is that there are consequences of bilingualism that affect the native as well as the second language. The native language changes in response to second language use. The third is that the consequences of bilingualism are not limited to language but appear to reflect a reorganization of brain networks that hold implications for the ways in which bilinguals negotiate cognitive competition more generally. The focus of recent research on bilingualism has been to understand the relation between these discoveries and the implications they hold for language, cognition, and the brain across the lifespan. PMID:25309055

  12. Learning bias, cultural evolution of language, and the biological evolution of the language faculty.

    PubMed

    Smith, Kenny

    2011-04-01

    The biases of individual language learners act to determine the learnability and cultural stability of languages: learners come to the language learning task with biases which make certain linguistic systems easier to acquire than others. These biases are repeatedly applied during the process of language transmission, and consequently should effect the types of languages we see in human populations. Understanding the cultural evolutionary consequences of particular learning biases is therefore central to understanding the link between language learning in individuals and language universals, common structural properties shared by all the world’s languages. This paper reviews a range of models and experimental studies which show that weak biases in individual learners can have strong effects on the structure of socially learned systems such as language, suggesting that strong universal tendencies in language structure do not require us to postulate strong underlying biases or constraints on language learning. Furthermore, understanding the relationship between learner biases and language design has implications for theories of the evolution of those learning biases: models of gene-culture coevolution suggest that, in situations where a cultural dynamic mediates between properties of individual learners and properties of language in this way, biological evolution is unlikely to lead to the emergence of strong constraints on learning. PMID:21615289

  13. [Evolution, emotion, language and conscience in the postrationalist psychotherapy].

    PubMed

    De Pascale, Adele

    2011-01-01

    A complex system process oriented approach, in other words a constructivistic postrationalist cognitive one to psychology and to psychopathology, stresses the close interdependency among processes as evolution, emotion, language and conscience. During evolution, emotions, whose biological roots we share with superior primates, should be specialized and refined. Along this process should become necessary a more and more abstract way of scaffolding the enormous quantity of data a brain could manage. Cognitive abilities, rooted in the emotional quality of experience, allow - during the phylogenetic development - more and more complex patterns of reflexivity until to the necessary ability of recognizing other's intention and consequently of lying. Language, abstract ability usefull to give increasing experiential data scaffolding, probably coming from motor skills development, brings at the same time the possibility, for a human knowing system, of self-consciousness: to do this it's owed to detach from itself, that is experience a deep sense of loneliness. Here it is that the progressive cognitive skills development is linked to the possibility of lying and of self-deception as long as the acquiring of advanced levels of selfconsciousness. PMID:22322676

  14. Cognitive ornithology: the evolution of avian intelligence

    PubMed Central

    Emery, Nathan J

    2005-01-01

    Comparative psychologists interested in the evolution of intelligence have focused their attention on social primates, whereas birds tend to be used as models of associative learning. However, corvids and parrots, which have forebrains relatively the same size as apes, live in complex social groups and have a long developmental period before becoming independent, have demonstrated ape-like intelligence. Although, ornithologists have documented thousands of hours observing birds in their natural habitat, they have focused their attention on avian behaviour and ecology, rather than intelligence. This review discusses recent studies of avian cognition contrasting two different approaches; the anthropocentric approach and the adaptive specialization approach. It is argued that the most productive method is to combine the two approaches. This is discussed with respects to recent investigations of two supposedly unique aspects of human cognition; episodic memory and theory of mind. In reviewing the evidence for avian intelligence, corvids and parrots appear to be cognitively superior to other birds and in many cases even apes. This suggests that complex cognition has evolved in species with very different brains through a process of convergent evolution rather than shared ancestry, although the notion that birds and mammals may share common neural connectivity patterns is discussed. PMID:16553307

  15. El Lenguaje en Evolucion (Language in Evolution)

    ERIC Educational Resources Information Center

    Jurado, Arturo

    1974-01-01

    The evolution of the Spanish language is due, in part, to popular culture and radio, television, films and advertising. Many words take on altered meaning when used in casual, intimate or slangy conversation; included is a list of such words with their informal connotations, as used by many Mexicans. (Text is in Spanish.) (CK)

  16. Seeking Synthesis: The Integrative Problem in Understanding Language and Its Evolution.

    PubMed

    Dale, Rick; Kello, Christopher T; Schoenemann, P Thomas

    2016-04-01

    We discuss two problems for a general scientific understanding of language, sequences and synergies: how language is an intricately sequenced behavior and how language is manifested as a multidimensionally structured behavior. Though both are central in our understanding, we observe that the former tends to be studied more than the latter. We consider very general conditions that hold in human brain evolution and its computational implications, and identify multimodal and multiscale organization as two key characteristics of emerging cognitive function in our species. This suggests that human brains, and cognitive function specifically, became more adept at integrating diverse information sources and operating at multiple levels for linguistic performance. We argue that framing language evolution, learning, and use in terms of synergies suggests new research questions, and it may be a fruitful direction for new developments in theory and modeling of language as an integrated system. PMID:26988387

  17. The cognitive niche: Coevolution of intelligence, sociality, and language

    PubMed Central

    Pinker, Steven

    2010-01-01

    Although Darwin insisted that human intelligence could be fully explained by the theory of evolution, the codiscoverer of natural selection, Alfred Russel Wallace, claimed that abstract intelligence was of no use to ancestral humans and could only be explained by intelligent design. Wallace's apparent paradox can be dissolved with two hypotheses about human cognition. One is that intelligence is an adaptation to a knowledge-using, socially interdependent lifestyle, the “cognitive niche.” This embraces the ability to overcome the evolutionary fixed defenses of plants and animals by applications of reasoning, including weapons, traps, coordinated driving of game, and detoxification of plants. Such reasoning exploits intuitive theories about different aspects of the world, such as objects, forces, paths, places, states, substances, and other people's beliefs and desires. The theory explains many zoologically unusual traits in Homo sapiens, including our complex toolkit, wide range of habitats and diets, extended childhoods and long lives, hypersociality, complex mating, division into cultures, and language (which multiplies the benefit of knowledge because know-how is useful not only for its practical benefits but as a trade good with others, enhancing the evolution of cooperation). The second hypothesis is that humans possess an ability of metaphorical abstraction, which allows them to coopt faculties that originally evolved for physical problem-solving and social coordination, apply them to abstract subject matter, and combine them productively. These abilities can help explain the emergence of abstract cognition without supernatural or exotic evolutionary forces and are in principle testable by analyses of statistical signs of selection in the human genome. PMID:20445094

  18. The evolution of language and thought.

    PubMed

    Lieberman, Philip

    2016-06-20

    Language primarily evolved as a vocal medium that transmits the attributes of human culture and the necessities of daily communication. Human language has a long, complex evolutionary history. Language also serves as an instrument of thought since it has become evident that in the course of this process neural circuits that initially evolved to regulate motor control, motor responses to external events, and ultimately talking were recycled to serve tasks such as working memory, cognitive flexibility linguistic tasks such as comprehending distinctions in meaning conveyed by syntax. This precludes the human brain possessing an organ devoted exclusively to language, such as the Faculty of Language proposed by Chomsky (1972, 2012). In essence like Fodor's (1983) modular model, a restatement of archaic phrenological theories (Spurzheim, 1815). The subcortical basal ganglia can be traced back to early anurans. Although our knowledge of the neural circuits of the human brain is at a very early stage and incomplete, the findings of independent studies over the past 40 years, discussed here, have identified circuits linking the basal ganglia with various areas of prefrontal cortex, posterior cortical regions and other subcortical structures. These circuits are active in linguistic tasks such as lexical access, comprehending distinctions in meaning conferred by syntax and the range of higher cognitive tasks involving executive control and play a critical role in conferring cognitive flexibility. The cingulate cortex which appeared in Therapsids, transitional mammal-like reptiles who lived in age of the dinosaurs, most likely enhanced mother-infant interaction, contributing to success in the Darwinian (1859) "Struggle for Existence" - the survival of progeny. They continue to fill that role in present-day mammals as well as being involved in controlling laryngeal phonation during speech and directing attention (Newman & MacLean, 1983; Cummings, 1993". The cerebellum and

  19. Grounding language in action and perception: from cognitive agents to humanoid robots.

    PubMed

    Cangelosi, Angelo

    2010-06-01

    In this review we concentrate on a grounded approach to the modeling of cognition through the methodologies of cognitive agents and developmental robotics. This work will focus on the modeling of the evolutionary and developmental acquisition of linguistic capabilities based on the principles of symbol grounding. We review cognitive agent and developmental robotics models of the grounding of language to demonstrate their consistency with the empirical and theoretical evidence on language grounding and embodiment, and to reveal the benefits of such an approach in the design of linguistic capabilities in cognitive robotic agents. In particular, three different models will be discussed, where the complexity of the agent's sensorimotor and cognitive system gradually increases: from a multi-agent simulation of language evolution, to a simulated robotic agent model for symbol grounding transfer, to a model of language comprehension in the humanoid robot iCub. The review also discusses the benefits of the use of humanoid robotic platform, and specifically of the open source iCub platform, for the study of embodied cognition. PMID:20416855

  20. Grounding language in action and perception: From cognitive agents to humanoid robots

    NASA Astrophysics Data System (ADS)

    Cangelosi, Angelo

    2010-06-01

    In this review we concentrate on a grounded approach to the modeling of cognition through the methodologies of cognitive agents and developmental robotics. This work will focus on the modeling of the evolutionary and developmental acquisition of linguistic capabilities based on the principles of symbol grounding. We review cognitive agent and developmental robotics models of the grounding of language to demonstrate their consistency with the empirical and theoretical evidence on language grounding and embodiment, and to reveal the benefits of such an approach in the design of linguistic capabilities in cognitive robotic agents. In particular, three different models will be discussed, where the complexity of the agent's sensorimotor and cognitive system gradually increases: from a multi-agent simulation of language evolution, to a simulated robotic agent model for symbol grounding transfer, to a model of language comprehension in the humanoid robot iCub. The review also discusses the benefits of the use of humanoid robotic platform, and specifically of the open source iCub platform, for the study of embodied cognition.

  1. Cognitive Approach to Assessing Pragmatic Language Comprehension in Children with Specific Language Impairment

    ERIC Educational Resources Information Center

    Ryder, Nuala; Leinonen, Eeva; Schulz, Joerg

    2008-01-01

    Background: Pragmatic language impairment in children with specific language impairment has proved difficult to assess, and the nature of their abilities to comprehend pragmatic meaning has not been fully investigated. Aims: To develop both a cognitive approach to pragmatic language assessment based on Relevance Theory and an assessment tool for…

  2. Language as grist to the mill of cognition.

    PubMed

    Tillas, Alexandros

    2015-08-01

    There is a growing consensus that natural language plays a significant role in our cognitive lives. However, this role of language is not adequately characterised. In this paper, I investigate the relationship between natural language and thinking and argue that thinking operates largely according to associationistic rules. Furthermore, I show that language is neither restricted to interfacing between a 'Language of Thought' and the conscious level, nor is it constitutively involved in thinking. Unlike available alternatives, the suggested view predicts and accommodates a large battery of empirical evidence. Furthermore, it avoids problems that associationistic views traditionally faced, e.g. problems of propositional thinking and compositionality of thought. PMID:25976728

  3. On the evolution of language and generativity.

    PubMed

    Corballis, M C

    1992-09-01

    One of the properties that most conspicuously distinguishes human language from any other form of animal communication is generativity. Language with this property therefore presumably evolved with the Homo line somewhere between H. habilis and H. sapiens sapiens. Some have suggested that it emerged relatively suddenly and completely with H. sapiens sapiens, and this view is consistent with (a) linguistic estimates as to when vocal language emerged, (b) the relatively late "explosion" of manufacture and cultural artifacts such as body ornamentation and cave drawings, and (c) evidence on changes in the vocal apparatus. However, evidence on brain size and developmental patterns of growth suggests an earlier origin and a more continuous evolution. I propose that these scenarios can be reconciled if it is supposed that generative language evolved, perhaps from H. habilis on, as a system of manual gestures, but switched to a predominantly vocal system with H. sapiens sapiens. The subsequent "cultural explosion" can then be attributed to the freeing of the hands from primary involvement in language, so that they could be exploited, along with generativity, for manufacture, art, and other activities. PMID:1424492

  4. Cerebellum, Language, and Cognition in Autism and Specific Language Impairment

    ERIC Educational Resources Information Center

    Hodge, Steven M.; Makris, Nikos; Kennedy, David N.; Caviness, Verne S., Jr.; Howard, James; McGrath, Lauren; Steele, Shelly; Frazier, Jean A.; Tager-Flusberg, Helen; Harris, Gordon J.

    2010-01-01

    We performed cerebellum segmentation and parcellation on magnetic resonance images from right-handed boys, aged 6-13 years, including 22 boys with autism [16 with language impairment (ALI)], 9 boys with Specific Language Impairment (SLI), and 11 normal controls. Language-impaired groups had reversed asymmetry relative to unimpaired groups in…

  5. Developmental language disorders: cognitive processes, semantics, pragmatics, phonology, and syntax.

    PubMed

    Cromer, R F

    1981-03-01

    Five areas of research concerned with language acquisition--cognitive processes, semantics, pragmatics, phonology, and syntax--are reviewed in terms of their contribution to understanding language disorders. Two views of cognitive processes are discussed. One of these, emphasizing cognitive mechanisms such as short-term memory, is seen as providing possible explanations for some types of language deficits. The other, a concern with conceptual knowledge, is subjected to a critical analysis questioning how complete an explanation it is able to offer for some aspects of language acquisition. Problems of definition are also discussed when semantic aspects of language are considered. Problems in the pragmatic component of language are seen as providing an explanation for particular aspects of language disorder in some autistic children. The importance of focusing on phonology as a central grammatical process is discussed and linked to dyslexia and to spelling disorders. Finally, it is argued that the acquisition of syntactic structure is not yet understood. Impairments such as a hierarchical planning order deficit may affect syntactic ability and lead to disordered language, as found in some types of developmentally aphasic children. It is concluded that it is important to study all five areas of the title, and their interrelationships, if various language disorders are to be adequately understood. PMID:6927699

  6. Music and language perception: expectations, structural integration, and cognitive sequencing.

    PubMed

    Tillmann, Barbara

    2012-10-01

    Music can be described as sequences of events that are structured in pitch and time. Studying music processing provides insight into how complex event sequences are learned, perceived, and represented by the brain. Given the temporal nature of sound, expectations, structural integration, and cognitive sequencing are central in music perception (i.e., which sounds are most likely to come next and at what moment should they occur?). This paper focuses on similarities in music and language cognition research, showing that music cognition research provides insight into the understanding of not only music processing but also language processing and the processing of other structured stimuli. The hypothesis of shared resources between music and language processing and of domain-general dynamic attention has motivated the development of research to test music as a means to stimulate sensory, cognitive, and motor processes. PMID:22760955

  7. Brain. Conscious and Unconscious Mechanisms of Cognition, Emotions, and Language

    PubMed Central

    Perlovsky, Leonid; Ilin, Roman

    2012-01-01

    Conscious and unconscious brain mechanisms, including cognition, emotions and language are considered in this review. The fundamental mechanisms of cognition include interactions between bottom-up and top-down signals. The modeling of these interactions since the 1960s is briefly reviewed, analyzing the ubiquitous difficulty: incomputable combinatorial complexity (CC). Fundamental reasons for CC are related to the Gödel’s difficulties of logic, a most fundamental mathematical result of the 20th century. Many scientists still “believed” in logic because, as the review discusses, logic is related to consciousness; non-logical processes in the brain are unconscious. CC difficulty is overcome in the brain by processes “from vague-unconscious to crisp-conscious” (representations, plans, models, concepts). These processes are modeled by dynamic logic, evolving from vague and unconscious representations toward crisp and conscious thoughts. We discuss experimental proofs and relate dynamic logic to simulators of the perceptual symbol system. “From vague to crisp” explains interactions between cognition and language. Language is mostly conscious, whereas cognition is only rarely so; this clarifies much about the mind that might seem mysterious. All of the above involve emotions of a special kind, aesthetic emotions related to knowledge and to cognitive dissonances. Cognition-language-emotional mechanisms operate throughout the hierarchy of the mind and create all higher mental abilities. The review discusses cognitive functions of the beautiful, sublime, music. PMID:24961270

  8. Brain. Conscious and unconscious mechanisms of cognition, emotions, and language.

    PubMed

    Perlovsky, Leonid; Ilin, Roman

    2012-01-01

    Conscious and unconscious brain mechanisms, including cognition, emotions and language are considered in this review. The fundamental mechanisms of cognition include interactions between bottom-up and top-down signals. The modeling of these interactions since the 1960s is briefly reviewed, analyzing the ubiquitous difficulty: incomputable combinatorial complexity (CC). Fundamental reasons for CC are related to the Gödel's difficulties of logic, a most fundamental mathematical result of the 20th century. Many scientists still "believed" in logic because, as the review discusses, logic is related to consciousness; non-logical processes in the brain are unconscious. CC difficulty is overcome in the brain by processes "from vague-unconscious to crisp-conscious" (representations, plans, models, concepts). These processes are modeled by dynamic logic, evolving from vague and unconscious representations toward crisp and conscious thoughts. We discuss experimental proofs and relate dynamic logic to simulators of the perceptual symbol system. "From vague to crisp" explains interactions between cognition and language. Language is mostly conscious, whereas cognition is only rarely so; this clarifies much about the mind that might seem mysterious. All of the above involve emotions of a special kind, aesthetic emotions related to knowledge and to cognitive dissonances. Cognition-language-emotional mechanisms operate throughout the hierarchy of the mind and create all higher mental abilities. The review discusses cognitive functions of the beautiful, sublime, music. PMID:24961270

  9. Reciprocal influences between maternal language and children's language and cognitive development in low-income families.

    PubMed

    Song, Lulu; Spier, Elizabeth T; Tamis-Lemonda, Catherine S

    2014-03-01

    We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother-child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences. PMID:23360640

  10. Modeling language evolution: Aromanian, an endangered language in Greece

    NASA Astrophysics Data System (ADS)

    Bakalis, Evangelos; Galani, Alexandra

    2012-10-01

    Time evolution of the relative density of speakers of an endangered language, Aromanian, which is spoken by a bilingual community in North-Western Greece, is approached theoretically by means of a two-state model and a three-state model. The same prestige and volatility parameters are used in these two models. Furthermore, a culture parameter and a second exponent are introduced in the three-state model. The parameters of each model are fitted to the current status of Aromanian, on the basis of field evidence collected by us, and the first findings about the risk of the language’s extinction are presented.

  11. Storytelling, behavior planning, and language evolution in context

    PubMed Central

    McBride, Glen

    2014-01-01

    An attempt is made to specify the structure of the hominin bands that began steps to language. Storytelling could evolve without need for language yet be strongly subject to natural selection and could provide a major feedback process in evolving language. A storytelling model is examined, including its effects on the evolution of consciousness and the possible timing of language evolution. Behavior planning is presented as a model of language evolution from storytelling. The behavior programming mechanism in both directions provide a model of creating and understanding behavior and language. Culture began with societies, then family evolution, family life in troops, but storytelling created a culture of experiences, a final step in the long process of achieving experienced adults by natural selection. Most language evolution occurred in conversations where evolving non-verbal feedback ensured mutual agreements on understanding. Natural language evolved in conversations with feedback providing understanding of changes. PMID:25360123

  12. The Oscillopathic Nature of Language Deficits in Autism: From Genes to Language Evolution.

    PubMed

    Benítez-Burraco, Antonio; Murphy, Elliot

    2016-01-01

    Autism spectrum disorders (ASD) are pervasive neurodevelopmental disorders involving a number of deficits to linguistic cognition. The gap between genetics and the pathophysiology of ASD remains open, in particular regarding its distinctive linguistic profile. The goal of this article is to attempt to bridge this gap, focusing on how the autistic brain processes language, particularly through the perspective of brain rhythms. Due to the phenomenon of pleiotropy, which may take some decades to overcome, we believe that studies of brain rhythms, which are not faced with problems of this scale, may constitute a more tractable route to interpreting language deficits in ASD and eventually other neurocognitive disorders. Building on recent attempts to link neural oscillations to certain computational primitives of language, we show that interpreting language deficits in ASD as oscillopathic traits is a potentially fruitful way to construct successful endophenotypes of this condition. Additionally, we will show that candidate genes for ASD are overrepresented among the genes that played a role in the evolution of language. These genes include (and are related to) genes involved in brain rhythmicity. We hope that the type of steps taken here will additionally lead to a better understanding of the comorbidity, heterogeneity, and variability of ASD, and may help achieve a better treatment of the affected populations. PMID:27047363

  13. The Oscillopathic Nature of Language Deficits in Autism: From Genes to Language Evolution

    PubMed Central

    Benítez-Burraco, Antonio; Murphy, Elliot

    2016-01-01

    Autism spectrum disorders (ASD) are pervasive neurodevelopmental disorders involving a number of deficits to linguistic cognition. The gap between genetics and the pathophysiology of ASD remains open, in particular regarding its distinctive linguistic profile. The goal of this article is to attempt to bridge this gap, focusing on how the autistic brain processes language, particularly through the perspective of brain rhythms. Due to the phenomenon of pleiotropy, which may take some decades to overcome, we believe that studies of brain rhythms, which are not faced with problems of this scale, may constitute a more tractable route to interpreting language deficits in ASD and eventually other neurocognitive disorders. Building on recent attempts to link neural oscillations to certain computational primitives of language, we show that interpreting language deficits in ASD as oscillopathic traits is a potentially fruitful way to construct successful endophenotypes of this condition. Additionally, we will show that candidate genes for ASD are overrepresented among the genes that played a role in the evolution of language. These genes include (and are related to) genes involved in brain rhythmicity. We hope that the type of steps taken here will additionally lead to a better understanding of the comorbidity, heterogeneity, and variability of ASD, and may help achieve a better treatment of the affected populations. PMID:27047363

  14. The Evolution of the Language Faculty: Clarifications and Implications

    ERIC Educational Resources Information Center

    Fitch, W. Tecumseh; Hauser, Marc D.; Chomsky, Noam

    2005-01-01

    In this response to Pinker and Jackendoff's critique, we extend our previous framework for discussion of language evolution, clarifying certain distinctions and elaborating on a number of points. In the first half of the paper, we reiterate that profitable research into the biology and evolution of language requires fractionation of ''language''…

  15. Understanding the Consequences of Bilingualism for Language Processing and Cognition.

    PubMed

    Kroll, Judith F; Bialystok, Ellen

    2013-01-01

    Contemporary research on bilingualism has been framed by two major discoveries. In the realm of language processing, studies of comprehension and production show that bilinguals activate information about both languages when using one language alone. Parallel activation of the two languages has been demonstrated for highly proficient bilinguals as well as second language learners and appears to be present even when distinct properties of the languages themselves might be sufficient to bias attention towards the language in use. In the realm of cognitive processing, studies of executive function have demonstrated a bilingual advantage, with bilinguals outperforming their monolingual counterparts on tasks that require ignoring irrelevant information, task switching, and resolving conflict. Our claim is that these outcomes are related and have the overall effect of changing the way that both cognitive and linguistic processing are carried out for bilinguals. In this article we consider each of these domains of bilingual performance and consider the kinds of evidence needed to support this view. We argue that the tendency to consider bilingualism as a unitary phenomenon explained in terms of simple component processes has created a set of apparent controversies that masks the richness of the central finding in this work: the adult mind and brain are open to experience in ways that create profound consequences for both language and cognition. PMID:24223260

  16. Understanding the Consequences of Bilingualism for Language Processing and Cognition

    PubMed Central

    Kroll, Judith F.; Bialystok, Ellen

    2013-01-01

    Contemporary research on bilingualism has been framed by two major discoveries. In the realm of language processing, studies of comprehension and production show that bilinguals activate information about both languages when using one language alone. Parallel activation of the two languages has been demonstrated for highly proficient bilinguals as well as second language learners and appears to be present even when distinct properties of the languages themselves might be sufficient to bias attention towards the language in use. In the realm of cognitive processing, studies of executive function have demonstrated a bilingual advantage, with bilinguals outperforming their monolingual counterparts on tasks that require ignoring irrelevant information, task switching, and resolving conflict. Our claim is that these outcomes are related and have the overall effect of changing the way that both cognitive and linguistic processing are carried out for bilinguals. In this article we consider each of these domains of bilingual performance and consider the kinds of evidence needed to support this view. We argue that the tendency to consider bilingualism as a unitary phenomenon explained in terms of simple component processes has created a set of apparent controversies that masks the richness of the central finding in this work: the adult mind and brain are open to experience in ways that create profound consequences for both language and cognition. PMID:24223260

  17. Language Teacher Cognition: Tracing the Conceptualizations of Second Language Teachers

    ERIC Educational Resources Information Center

    Childs, Sharon S.

    2011-01-01

    Long before deciding to become second language (L2) teachers, novice teachers have subconsciously developed conceptions of teaching cultivated by their experiences as learners in both general and language education classrooms. This "apprenticeship of observation" (Lortie, 1975) can foster deeply held beliefs about teaching that are carried with…

  18. Plasticity of Human Spatial Cognition: Spatial Language and Cognition Covary across Cultures

    ERIC Educational Resources Information Center

    Haun, Daniel B. M.; Rapold, Christian J.; Janzen, Gabriele; Levinson, Stephen C.

    2011-01-01

    The present paper explores cross-cultural variation in spatial cognition by comparing spatial reconstruction tasks by Dutch and Namibian elementary school children. These two communities differ in the way they predominantly express spatial relations in language. Four experiments investigate cognitive strategy preferences across different levels of…

  19. Number as a Cognitive Technology: Evidence from Piraha Language and Cognition

    ERIC Educational Resources Information Center

    Frank, Michael C.; Everett, Daniel L.; Fedorenko, Evelina; Gibson, Edward

    2008-01-01

    Does speaking a language without number words change the way speakers of that language perceive exact quantities? The Piraha are an Amazonian tribe who have been previously studied for their limited numerical system [Gordon, P. (2004). Numerical cognition without words: Evidence from Amazonia. "Science 306", 496-499]. We show that the Piraha have…

  20. The native language of social cognition

    PubMed Central

    Kinzler, Katherine D.; Dupoux, Emmanuel; Spelke, Elizabeth S.

    2007-01-01

    What leads humans to divide the social world into groups, preferring their own group and disfavoring others? Experiments with infants and young children suggest these tendencies are based on predispositions that emerge early in life and depend, in part, on natural language. Young infants prefer to look at a person who previously spoke their native language. Older infants preferentially accept toys from native-language speakers, and preschool children preferentially select native-language speakers as friends. Variations in accent are sufficient to evoke these social preferences, which are observed in infants before they produce or comprehend speech and are exhibited by children even when they comprehend the foreign-accented speech. Early-developing preferences for native-language speakers may serve as a foundation for later-developing preferences and conflicts among social groups. PMID:17640881

  1. Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

    ERIC Educational Resources Information Center

    Burns, Anne; Freeman, Donald; Edwards, Emily

    2015-01-01

    The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher…

  2. Cultural evolution: implications for understanding the human language faculty and its evolution.

    PubMed

    Smith, Kenny; Kirby, Simon

    2008-11-12

    Human language is unique among the communication systems of the natural world: it is socially learned and, as a consequence of its recursively compositional structure, offers open-ended communicative potential. The structure of this communication system can be explained as a consequence of the evolution of the human biological capacity for language or the cultural evolution of language itself. We argue, supported by a formal model, that an explanatory account that involves some role for cultural evolution has profound implications for our understanding of the biological evolution of the language faculty: under a number of reasonable scenarios, cultural evolution can shield the language faculty from selection, such that strongly constraining language-specific learning biases are unlikely to evolve. We therefore argue that language is best seen as a consequence of cultural evolution in populations with a weak and/or domain-general language faculty. PMID:18801718

  3. Left inferior parietal lobe engagement in social cognition and language.

    PubMed

    Bzdok, Danilo; Hartwigsen, Gesa; Reid, Andrew; Laird, Angela R; Fox, Peter T; Eickhoff, Simon B

    2016-09-01

    Social cognition and language are two core features of the human species. Despite distributed recruitment of brain regions in each mental capacity, the left parietal lobe (LPL) represents a zone of topographical convergence. The present study quantitatively summarizes hundreds of neuroimaging studies on social cognition and language. Using connectivity-based parcellation on a meta-analytically defined volume of interest (VOI), regional coactivation patterns within this VOI allowed identifying distinct subregions. Across parcellation solutions, two clusters emerged consistently in rostro-ventral and caudo-ventral aspects of the parietal VOI. Both clusters were functionally significantly associated with social-cognitive and language processing. In particular, the rostro-ventral cluster was associated with lower-level processing facets, while the caudo-ventral cluster was associated with higher-level processing facets in both mental capacities. Contrarily, in the (less stable) dorsal parietal VOI, all clusters reflected computation of general-purpose processes, such as working memory and matching tasks, that are frequently co-recruited by social or language processes. Our results hence favour a rostro-caudal distinction of lower- versus higher-level processes underlying social cognition and language in the left inferior parietal lobe. PMID:27241201

  4. Slip of the tongue: Implications for evolution and language development.

    PubMed

    Forrester, Gillian S; Rodriguez, Alina

    2015-08-01

    A prevailing theory regarding the evolution of language implicates a gestural stage prior to the emergence of speech. In support of a transition of human language from a gestural to a vocal system, articulation of the hands and the tongue are underpinned by overlapping left hemisphere dominant neural regions. Behavioral studies demonstrate that human adults perform sympathetic mouth actions in imitative synchrony with manual actions. Additionally, right-handedness for precision manual actions in children has been correlated with the typical development of language, while a lack of hand bias has been associated with psychopathology. It therefore stands to reason that sympathetic mouth actions during fine precision motor action of the hands may be lateralized. We employed a fine-grained behavioral coding paradigm to provide the first investigation of tongue protrusions in typically developing 4-year old children. Tongue protrusions were investigated across a range of cognitive tasks that required varying degrees of manual action: precision motor action, gross motor action and no motor actions. The rate of tongue protrusions was influenced by the motor requirements of the task and tongue protrusions were significantly right-biased for only precision manual motor action (p<.001). From an evolutionary perspective, tongue protrusions can drive new investigations regarding how an early human communication system transitioned from hand to mouth. From a developmental perspective, the present study may serve to reveal patterns of tongue protrusions during the motor development of typically developing children. PMID:25966841

  5. Detecting Cognitive Impairment and Dementia in Deaf People: The British Sign Language Cognitive Screening Test.

    PubMed

    Atkinson, Joanna; Denmark, Tanya; Marshall, Jane; Mummery, Cath; Woll, Bencie

    2015-11-01

    To provide accurate diagnostic screening of deaf people who use signed communication, cognitive tests must be devised in signed languages with normative deaf samples. This article describes the development of the first screening test for the detection of cognitive impairment and dementia in deaf signers. The British Sign Language Cognitive Screening Test uses standardized video administration to screen cognition using signed, rather than spoken or written, instructions and a large norm-referenced sample of 226 deaf older people. Percentiles are provided for clinical comparison. The tests showed good reliability, content validity, and correlation with age, intellectual ability, and education. Clinical discrimination was shown between the normative sample and 14 deaf patients with dementia. This innovative testing approach transforms the ability to detect dementia in deaf people, avoids the difficulties of using an interpreter, and enables culturally and linguistically sensitive assessment of deaf signers, with international potential for adaptation into other signed languages. PMID:26245349

  6. Foreign Language for the Gifted: Extending Cognitive Dimensions.

    ERIC Educational Resources Information Center

    Garfinkel, Alan; Prentice, Mary

    Procedures are described for use in foreign language classes that tap the characteristics of gifted students. Each activity is directly associated with at least one of the cognitive characteristics attributed to the gifted, which are listed in the introductory section of the paper. The procedures include the following activities: conducting a…

  7. The Inseparability of Cognition and Emotion in Second Language Learning

    ERIC Educational Resources Information Center

    Swain, Merrill

    2013-01-01

    The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into…

  8. Topics in Cognitive Development: Language and Operational Thought. Volume 2.

    ERIC Educational Resources Information Center

    Presseisen, Barbara Z.; And Others

    This is the second volume in a series that records the official Symposium Proceedings of the Jean Piaget Society and examines the theoretical, empirical, and applied aspects of Jean Piaget's seminal epistemology. The 12 papers are divided into four areas: language development, formal reasoning, social cognition, and applied research. The topics of…

  9. Language and Cognitive Development of Deaf and Hearing Twin Sisters.

    ERIC Educational Resources Information Center

    Schirmer, Barbara R.

    In this case study, the language and cognitive development of a 4-year 5-month old profoundly deaf girl and her normally hearing identical twin sister were investigated by videotaping the twins in their home interacting with each other, the investigator, and family members. Materials used with the children were designed to elicit spontaneous,…

  10. Cognitive and Neural Prerequisites for Time in Language: Any Answers?

    ERIC Educational Resources Information Center

    Gullberg, Marianne; Indefrey, Peter

    2008-01-01

    In the position article to this volume, Klein outlines a set of questions that are relevant for furthering the linguist's understanding of what the cognitive and neural prerequisites for time in language might be. He also declares a certain skepticism regarding the likelihood that new methods from other disciplines will provide answers to those…

  11. Cognitive Development and the Acquisition of Language.

    ERIC Educational Resources Information Center

    Moore, Timothy E., Ed.

    This volume deals with various aspects of the relationship between linguistic ability and general cognitive development. It presents original, up-to-date research for child psychologists, linguists, psycholinguists, scholars, teachers, and students interested in this field and interprets the findings in the context of contemporary linguistic…

  12. Human brain evolution: harnessing the genomics (r)evolution to link genes, cognition, and behavior

    PubMed Central

    Konopka, Genevieve; Geschwind, Daniel H.

    2010-01-01

    The evolution of the human brain has resulted in numerous specialized features including higher cognitive processes, such as language. The combination of our newfound communication expertise together with the process of transgenerational evolution at the epigenetic level has led to an exponential increase in human knowledge and abilities. In balance with these beneficent attainments though, the human brain has also acquired vulnerabilities to neuropsychiatric and neurodegenerative diseases, which reflect genetic and environmental factors. To understand the mechanisms of this disease susceptibility, a deeper appreciation of the developmental processes and their relationship to underlying features of brain evolution will be necessary. Knowledge of whole genome sequence and structural variation via high throughput sequencing technology provides an unprecedented opportunity to view human evolution at high resolution. However, phenotype discovery is a critical component of these endeavors and the use of non-traditional model organisms will also be critical for piecing together a complete picture. Ultimately, the union of developmental studies of the brain with studies of unique phenotypes in a myriad of species will result in a more thorough model of the groundwork the human brain built upon. Furthermore, these integrative approaches should provide important insights into human diseases. PMID:20955931

  13. Evidence from an emerging sign language reveals that language supports spatial cognition

    PubMed Central

    Pyers, Jennie E.; Shusterman, Anna; Senghas, Ann; Spelke, Elizabeth S.; Emmorey, Karen

    2010-01-01

    Although spatial language and spatial cognition covary over development and across languages, determining the causal direction of this relationship presents a challenge. Here we show that mature human spatial cognition depends on the acquisition of specific aspects of spatial language. We tested two cohorts of deaf signers who acquired an emerging sign language in Nicaragua at the same age but during different time periods: the first cohort of signers acquired the language in its infancy, and 10 y later the second cohort of signers acquired the language in a more complex form. We found that the second-cohort signers, now in their 20s, used more consistent spatial language than the first-cohort signers, now in their 30s. Correspondingly, they outperformed the first cohort in spatially guided searches, both when they were disoriented and when an array was rotated. Consistent linguistic marking of left–right relations correlated with search performance under disorientation, whereas consistent marking of ground information correlated with search in rotated arrays. Human spatial cognition therefore is modulated by the acquisition of a rich language. PMID:20616088

  14. Rate of language evolution is affected by population size.

    PubMed

    Bromham, Lindell; Hua, Xia; Fitzpatrick, Thomas G; Greenhill, Simon J

    2015-02-17

    The effect of population size on patterns and rates of language evolution is controversial. Do languages with larger speaker populations change faster due to a greater capacity for innovation, or do smaller populations change faster due to more efficient diffusion of innovations? Do smaller populations suffer greater loss of language elements through founder effects or drift, or do languages with more speakers lose features due to a process of simplification? Revealing the influence of population size on the tempo and mode of language evolution not only will clarify underlying mechanisms of language change but also has practical implications for the way that language data are used to reconstruct the history of human cultures. Here, we provide, to our knowledge, the first empirical, statistically robust test of the influence of population size on rates of language evolution, controlling for the evolutionary history of the populations and formally comparing the fit of different models of language evolution. We compare rates of gain and loss of cognate words for basic vocabulary in Polynesian languages, an ideal test case with a well-defined history. We demonstrate that larger populations have higher rates of gain of new words whereas smaller populations have higher rates of word loss. These results show that demographic factors can influence rates of language evolution and that rates of gain and loss are affected differently. These findings are strikingly consistent with general predictions of evolutionary models. PMID:25646448

  15. Rate of language evolution is affected by population size

    PubMed Central

    Bromham, Lindell; Hua, Xia; Fitzpatrick, Thomas G.; Greenhill, Simon J.

    2015-01-01

    The effect of population size on patterns and rates of language evolution is controversial. Do languages with larger speaker populations change faster due to a greater capacity for innovation, or do smaller populations change faster due to more efficient diffusion of innovations? Do smaller populations suffer greater loss of language elements through founder effects or drift, or do languages with more speakers lose features due to a process of simplification? Revealing the influence of population size on the tempo and mode of language evolution not only will clarify underlying mechanisms of language change but also has practical implications for the way that language data are used to reconstruct the history of human cultures. Here, we provide, to our knowledge, the first empirical, statistically robust test of the influence of population size on rates of language evolution, controlling for the evolutionary history of the populations and formally comparing the fit of different models of language evolution. We compare rates of gain and loss of cognate words for basic vocabulary in Polynesian languages, an ideal test case with a well-defined history. We demonstrate that larger populations have higher rates of gain of new words whereas smaller populations have higher rates of word loss. These results show that demographic factors can influence rates of language evolution and that rates of gain and loss are affected differently. These findings are strikingly consistent with general predictions of evolutionary models. PMID:25646448

  16. Bound Cognition and Referential Uses of Language

    ERIC Educational Resources Information Center

    Wulfemeyer, Julie Marie

    2011-01-01

    This work is an attempt to give a unified theory in response to two questions. The first question arises in the philosophy of mind: what is the mechanism by which we think of objects in the world? The second is a question in the philosophy of language: what is the mechanism by which we speak of them? These are questions that some have treated…

  17. Motion Events in Language and Cognition.

    ERIC Educational Resources Information Center

    Gennari, Silvia P.; Sloman, Steven A.; Malt, Barbara C.; Fitch, W. Tecumseh

    2002-01-01

    Examined whether different lexicalization patterns of motion events in English and Spanish predicted how college student speakers performed in recognition memory and similarity judgment tasks. Found no language effect in recognition memory after either linguistic or non-linguistic encoding, nor in similarity judgments after non-linguistic…

  18. Cognitive Effects of Language on Human Navigation

    ERIC Educational Resources Information Center

    Shusterman, Anna; Ah Lee, Sang; Spelke, Elizabeth S.

    2011-01-01

    Language has been linked to spatial representation and behavior in humans, but the nature of this effect is debated. Here, we test whether simple verbal expressions improve 4-year-old children's performance in a disoriented search task in a small rectangular room with a single red landmark wall. Disoriented children's landmark-guided search for a…

  19. Language in the Cognitive Preschool Model.

    ERIC Educational Resources Information Center

    Silverman, Charles; And Others

    This report concentrates on languages and is part of a working copy being revised for inclusion into a curriculum manual for preschool teachers. In encouraging children to speak, some Do's and Don't's are presented, such as not correcting the grammar or pronunciation of a young child, and not relying on non-verbal gestures in giving instructions.…

  20. Cognitive Theory in Teaching Foreign Languages.

    ERIC Educational Resources Information Center

    Briscoe, Laurel A.

    Educational accountability, as linked to changing socioeconomic attitudes and conditions, is noted to have contributed to the decline of the audiolingual method of language instruction. Following a discussion of the pedagogical implications and inadequacies of audiolingual theory, the author analyzes the nature of this teaching methodology, first…

  1. Evolution of Models of Working Memory and Cognitive Resources.

    PubMed

    Wingfield, Arthur

    2016-01-01

    The goal of this article is to trace the evolution of models of working memory and cognitive resources from the early 20th century to today. Linear flow models of information processing common in the 1960s and 1970s centered on the transfer of verbal information from a limited-capacity short-term memory store to long-term memory through rehearsal. Current conceptions see working memory as a dynamic system that includes both maintaining and manipulating information through a series of interactive components that include executive control and attentional resources. These models also reflect the evolution from an almost exclusive concentration on working memory for verbal materials to inclusion of a visual working memory component. Although differing in postulated mechanisms and emphasis, these evolving viewpoints all share the recognition that human information processing is a limited-capacity system with limits on the amount of information that can be attended to, remain activated in memory, and utilized at one time. These limitations take on special importance in spoken language comprehension, especially when the stimuli have complex linguistic structures or listening effort is increased by poor acoustic quality or reduced hearing acuity. PMID:27355768

  2. The Evolution of a Language Plan: Brunei Darussalam in Focus.

    ERIC Educational Resources Information Center

    Jones, Gary M.

    1997-01-01

    Analyzes the evolution of a language plan in Brunei Darussalam. It shows a conscious effort to influence the choice of language used in the country is a fairly recent phenomenon, determined mainly be commercial considerations. The article examines definitions, variables, and universals of language planning introduced by Tollefson and Phillipson.…

  3. Redrawing the Boundaries on Theory, Research, and Practice Concerning Language Teachers' Philosophies and Language Teacher Cognition: Toward a Critical Perspective

    ERIC Educational Resources Information Center

    Crookes, Graham V.

    2015-01-01

    Two areas of investigation and professional practice--language teachers' philosophies and language teacher cognition--can be considered as related, perhaps overlapping, insofar as they are both the result of thought. The concept of a philosophy of teaching may hold together sets of language teacher cognitions, or guide specific investigations of…

  4. Plasticity of human spatial cognition: spatial language and cognition covary across cultures.

    PubMed

    Haun, Daniel B M; Rapold, Christian J; Janzen, Gabriele; Levinson, Stephen C

    2011-04-01

    The present paper explores cross-cultural variation in spatial cognition by comparing spatial reconstruction tasks by Dutch and Namibian elementary school children. These two communities differ in the way they predominantly express spatial relations in language. Four experiments investigate cognitive strategy preferences across different levels of task-complexity and instruction. Data show a correlation between dominant linguistic spatial frames of reference and performance patterns in non-linguistic spatial memory tasks. This correlation is shown to be stable across an increase of complexity in the spatial array. When instructed to use their respective non-habitual cognitive strategy, participants were not easily able to switch between strategies and their attempts to do so impaired their performance. These results indicate a difference not only in preference but also in competence and suggest that spatial language and non-linguistic preferences and competences in spatial cognition are systematically aligned across human populations. PMID:21238953

  5. The Evolution and Future of Cognitive Research in Music.

    ERIC Educational Resources Information Center

    Taylor, Jack A.

    1993-01-01

    Discusses the evolution and current status of cognitive research in music. Identifies the field's five research branches: (1) sensation; (2) perception; (3) concept formation and memory; (4) affect or emotions; and (5) psychomotor activity. Recommends five changes for the future of cognitive musicology. (CFR)

  6. Cognitive Empathy and Emotional Empathy in Human Behavior and Evolution

    ERIC Educational Resources Information Center

    Smith, Adam

    2006-01-01

    This article presents 7 simple models of the relationship between cognitive empathy (mental perspective taking) and emotional empathy (the vicarious sharing of emotion). I consider behavioral outcomes of the models, arguing that, during human evolution, natural selection may have acted on variation in the relationship between cognitive empathy and…

  7. Neural Cognition and Affective Computing on Cyber Language

    PubMed Central

    Huang, Shuang; Zhou, Xuan; Xue, Ke; Wan, Xiqiong; Yang, Zhenyi; Xu, Duo; Ivanović, Mirjana; Yu, Xueer

    2015-01-01

    Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space. PMID:26491431

  8. Neural Cognition and Affective Computing on Cyber Language.

    PubMed

    Huang, Shuang; Zhou, Xuan; Xue, Ke; Wan, Xiqiong; Yang, Zhenyi; Xu, Duo; Ivanović, Mirjana; Yu, Xueer

    2015-01-01

    Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space. PMID:26491431

  9. Intelligence, Cognition, and Language of Green Plants

    PubMed Central

    Trewavas, Anthony

    2016-01-01

    A summary definition of some 70 descriptions of intelligence provides a definition for all other organisms including plants that stresses fitness. Barbara McClintock, a plant biologist, posed the notion of the ‘thoughtful cell’ in her Nobel prize address. The systems structure necessary for a thoughtful cell is revealed by comparison of the interactome and connectome. The plant root cap, a group of some 200 cells that act holistically in responding to numerous signals, likely possesses a similar systems structure agreeing with Darwin’s description of acting like the brain of a lower organism. Intelligent behavior requires assessment of different choices and taking the beneficial one. Decisions are constantly required to optimize the plant phenotype to a dynamic environment and the cambium is the assessing tissue diverting more or removing resources from different shoot and root branches through manipulation of vascular elements. Environmental awareness likely indicates consciousness. Spontaneity in plant behavior, ability to count to five and error correction indicate intention. Volatile organic compounds are used as signals in plant interactions and being complex in composition may be the equivalent of language accounting for self and alien recognition by individual plants. Game theory describes competitive interactions. Interactive and intelligent outcomes emerge from application of various games between plants themselves and interactions with microbes. Behavior profiting from experience, another simple definition of intelligence, requires both learning and memory and is indicated in the priming of herbivory, disease and abiotic stresses. PMID:27199823

  10. Intelligence, Cognition, and Language of Green Plants.

    PubMed

    Trewavas, Anthony

    2016-01-01

    A summary definition of some 70 descriptions of intelligence provides a definition for all other organisms including plants that stresses fitness. Barbara McClintock, a plant biologist, posed the notion of the 'thoughtful cell' in her Nobel prize address. The systems structure necessary for a thoughtful cell is revealed by comparison of the interactome and connectome. The plant root cap, a group of some 200 cells that act holistically in responding to numerous signals, likely possesses a similar systems structure agreeing with Darwin's description of acting like the brain of a lower organism. Intelligent behavior requires assessment of different choices and taking the beneficial one. Decisions are constantly required to optimize the plant phenotype to a dynamic environment and the cambium is the assessing tissue diverting more or removing resources from different shoot and root branches through manipulation of vascular elements. Environmental awareness likely indicates consciousness. Spontaneity in plant behavior, ability to count to five and error correction indicate intention. Volatile organic compounds are used as signals in plant interactions and being complex in composition may be the equivalent of language accounting for self and alien recognition by individual plants. Game theory describes competitive interactions. Interactive and intelligent outcomes emerge from application of various games between plants themselves and interactions with microbes. Behavior profiting from experience, another simple definition of intelligence, requires both learning and memory and is indicated in the priming of herbivory, disease and abiotic stresses. PMID:27199823

  11. Spatial language facilitates spatial cognition: evidence from children who lack language input.

    PubMed

    Gentner, Dedre; Ozyürek, Asli; Gürcanli, Ozge; Goldin-Meadow, Susan

    2013-06-01

    Does spatial language influence how people think about space? To address this question, we observed children who did not know a conventional language, and tested their performance on nonlinguistic spatial tasks. We studied deaf children living in Istanbul whose hearing losses prevented them from acquiring speech and whose hearing parents had not exposed them to sign. Lacking a conventional language, the children used gestures, called homesigns, to communicate. In Study 1, we asked whether homesigners used gesture to convey spatial relations, and found that they did not. In Study 2, we tested a new group of homesigners on a Spatial Mapping Task, and found that they performed significantly worse than hearing Turkish children who were matched to the deaf children on another cognitive task. The absence of spatial language thus went hand-in-hand with poor performance on the nonlinguistic spatial task, pointing to the importance of spatial language in thinking about space. PMID:23542409

  12. Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

    ERIC Educational Resources Information Center

    Moodie, Ian; Feryok, Anne

    2015-01-01

    In order to understand teacher cognition--the thoughts, beliefs, and knowledge of language teachers--it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in language teachers, across their language learning,…

  13. Cognitive aging and hearing acuity: modeling spoken language comprehension

    PubMed Central

    Wingfield, Arthur; Amichetti, Nicole M.; Lash, Amanda

    2015-01-01

    The comprehension of spoken language has been characterized by a number of “local” theories that have focused on specific aspects of the task: models of word recognition, models of selective attention, accounts of thematic role assignment at the sentence level, and so forth. The ease of language understanding (ELU) model (Rönnberg et al., 2013) stands as one of the few attempts to offer a fully encompassing framework for language understanding. In this paper we discuss interactions between perceptual, linguistic, and cognitive factors in spoken language understanding. Central to our presentation is an examination of aspects of the ELU model that apply especially to spoken language comprehension in adult aging, where speed of processing, working memory capacity, and hearing acuity are often compromised. We discuss, in relation to the ELU model, conceptions of working memory and its capacity limitations, the use of linguistic context to aid in speech recognition and the importance of inhibitory control, and language comprehension at the sentence level. Throughout this paper we offer a constructive look at the ELU model; where it is strong and where there are gaps to be filled. PMID:26124724

  14. Unraveling the Tangles of Language Evolution

    NASA Astrophysics Data System (ADS)

    Petroni, F.; Serva, M.; Volchenkov, D.

    2012-07-01

    The relationships between languages molded by extremely complex social, cultural and political factors are assessed by an automated method, in which the distance between languages is estimated by the average normalized Levenshtein distance between words from the list of 200 meanings maximally resistant to change. A sequential process of language classification described by random walks on the matrix of lexical distances allows to represent complex relationships between languages geometrically, in terms of distances and angles. We have tested the method on a sample of 50 Indo-European and 50 Austronesian languages. The geometric representations of language taxonomy allows for making accurate interfaces on the most significant events of human history by tracing changes in language families through time. The Anatolian and Kurgan hypothesis of the Indo-European origin and the "express train" model of the Polynesian origin are thoroughly discussed.

  15. Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence

    ERIC Educational Resources Information Center

    Tyler, Andrea

    2012-01-01

    This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book…

  16. Language measures of the NIH Toolbox Cognition Battery.

    PubMed

    Gershon, Richard C; Cook, Karon F; Mungas, Dan; Manly, Jennifer J; Slotkin, Jerry; Beaumont, Jennifer L; Weintraub, Sandra

    2014-07-01

    Language facilitates communication and efficient encoding of thought and experience. Because of its essential role in early childhood development, in educational achievement and in subsequent life adaptation, language was included as one of the subdomains in the NIH Toolbox for the Assessment of Neurological and Behavioral Function Cognition Battery (NIHTB-CB). There are many different components of language functioning, including syntactic processing (i.e., morphology and grammar) and lexical semantics. For purposes of the NIHTB-CB, two tests of language--a picture vocabulary test and a reading recognition test--were selected by consensus based on literature reviews, iterative expert input, and a desire to assess in English and Spanish. NIHTB-CB's picture vocabulary and reading recognition tests are administered using computer adaptive testing and scored using item response theory. Data are presented from the validation of the English versions in a sample of adults ages 20-85 years (Spanish results will be presented in a future publication). Both tests demonstrated high test-retest reliability and good construct validity compared to corresponding gold-standard measures. Scores on the NIH Toolbox measures were consistent with age-related expectations, namely, growth in language during early development, with relative stabilization into late adulthood. PMID:24960128

  17. Reciprocal Influences between Maternal Language and Children's Language and Cognitive Development in Low-Income Families

    ERIC Educational Resources Information Center

    Song, Lulu; Spier, Elizabeth T.; Tamis-Lemonda, Catherine S.

    2014-01-01

    We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language.…

  18. When Language Experience Fails to Explain Word Reading Development: Early Cognitive and Linguistic Profiles of Young Foreign Language Learners

    ERIC Educational Resources Information Center

    Hu, Chieh-Fang; Schuele, C. Melanie

    2015-01-01

    Although language experience is a key factor in successful foreign language (FL) learning, many FL learners fail to achieve performance levels that were predicted on the basis of their FL experience. This retrospective study investigated early cognitive and linguistic correlates of learning English as a foreign language (FL) in a group of…

  19. The Implications of the Working Memory Model for the Evolution of Modern Cognition

    PubMed Central

    Wynn, Thomas; Coolidge, Frederick L.

    2011-01-01

    What distinguishes the cognition of biologically modern humans from that of more archaic populations such as Neandertals? The norm in paleoanthropology has been to emphasize the role of language and symbolism. But the modern mind is more than just an archaic mind enhanced by symbol use. It also possesses an important problem solving and planning component. In cognitive neuroscience these advanced planning abilities have been extensively investigated through a formal model known as working memory. The working memory model is now well-enough established to provide a powerful lens through which paleoanthropologists can view the fossil and archaeological records. The challenge is methodological. The following essay reviews the controversial hypothesis that a recent enhancement of working memory capacity was the final piece in the evolution of modern cognition. PMID:21716664

  20. Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning

    ERIC Educational Resources Information Center

    Zhang, Jianfeng

    2013-01-01

    Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning…

  1. Stone toolmaking and the evolution of human culture and cognition

    PubMed Central

    Stout, Dietrich

    2011-01-01

    Although many species display behavioural traditions, human culture is unique in the complexity of its technological, symbolic and social contents. Is this extraordinary complexity a product of cognitive evolution, cultural evolution or some interaction of the two? Answering this question will require a much better understanding of patterns of increasing cultural diversity, complexity and rates of change in human evolution. Palaeolithic stone tools provide a relatively abundant and continuous record of such change, but a systematic method for describing the complexity and diversity of these early technologies has yet to be developed. Here, an initial attempt at such a system is presented. Results suggest that rates of Palaeolithic culture change may have been underestimated and that there is a direct relationship between increasing technological complexity and diversity. Cognitive evolution and the greater latitude for cultural variation afforded by increasingly complex technologies may play complementary roles in explaining this pattern. PMID:21357227

  2. Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators' Emotion, Cognition, and Activity

    ERIC Educational Resources Information Center

    Golombek, Paula R.

    2015-01-01

    This article, grounded in a Vygotskian sociocultural perspective, details the self-inquiry of a language teacher educator who examined her "emotional dissonance" regarding her mediation of the reflection journals of a teacher learner teaching an ESL class during an internship. Data from the teacher learner's reflection journals and the…

  3. Influence of hearing loss and cognitive abilities on language development in CHARGE Syndrome.

    PubMed

    Vesseur, Annemarie; Langereis, Margreet; Free, Rolien; Snik, Ad; van Ravenswaaij-Arts, Conny; Mylanus, Emmanuel

    2016-08-01

    Hearing loss and cognitive delay are frequently occurring features in CHARGE syndrome that may contribute to impaired language development. However, not much is known about language development in patients with CHARGE syndrome. In this retrospective study, hearing loss, cognitive abilities, and language development are described in 50 patients with CHARGE syndrome. After informed consent was given, data were collected from local medical files. Most patients (38.3%; 18/47 patients) had moderate hearing loss (41-70 dB) and 58.5% (24/41 patients) had an IQ below 70. The mean language quotients of the receptive and expressive language were more than one standard deviation below the norm. Both hearing loss and cognitive delay had an influence on language development. Language and cognitive data were not available for all patients, which may have resulted in a pre-selection of patients with a delay. In conclusion, while hearing thresholds, cognitive abilities and language development vary widely in CHARGE syndrome, they are mostly below average. Hearing loss and cognitive delay have a significant influence on language development in children with CHARGE syndrome. To improve our knowledge about and the quality of care we can provide to CHARGE patients, hearing and developmental tests should be performed regularly in order to differentiate between the contributions of hearing loss and cognitive delay to delays in language development, and to provide adequate hearing amplification in the case of hearing loss. © 2016 Wiley Periodicals, Inc. PMID:27145116

  4. The integration hypothesis of human language evolution and the nature of contemporary languages

    PubMed Central

    Miyagawa, Shigeru; Ojima, Shiro; Berwick, Robert C.; Okanoya, Kazuo

    2014-01-01

    How human language arose is a mystery in the evolution of Homo sapiens. Miyagawa et al. (2013) put forward a proposal, which we will call the Integration Hypothesis of human language evolution, that holds that human language is composed of two components, E for expressive, and L for lexical. Each component has an antecedent in nature: E as found, for example, in birdsong, and L in, for example, the alarm calls of monkeys. E and L integrated uniquely in humans to give rise to language. A challenge to the Integration Hypothesis is that while these non-human systems are finite-state in nature, human language is known to require characterization by a non-finite state grammar. Our claim is that E and L, taken separately, are in fact finite-state; when a grammatical process crosses the boundary between E and L, it gives rise to the non-finite state character of human language. We provide empirical evidence for the Integration Hypothesis by showing that certain processes found in contemporary languages that have been characterized as non-finite state in nature can in fact be shown to be finite-state. We also speculate on how human language actually arose in evolution through the lens of the Integration Hypothesis. PMID:24936195

  5. Cognition and Literacy in English Language Learners at Risk for Reading Disabilities

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.

    2012-01-01

    This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…

  6. Social Cognition and Externalizing Psychopathology: An Investigation of the Mediating Role of Language

    ERIC Educational Resources Information Center

    Zadeh, Zohreh Yaghoub; Im-Bolter, Nancie; Cohen, Nancy J.

    2007-01-01

    The present study integrates findings from three lines of research on the association of social cognition and externalizing psychopathology, language and externalizing psychopathology, and social cognition and language functioning using Structural Equation Modeling (SEM). To date these associations have been examined in pairs. A sample of 354…

  7. A Dual Coding Model of Processing Chinese as a Second Language: A Cognitive-Load Approach

    ERIC Educational Resources Information Center

    Sham, Diana Po Lan

    2002-01-01

    The research was conducted in Sydney and Hong Kong using students, from grades 5 to 9, whose first language or teaching medium was English, learning to read Chinese as second language. According to cognitive load theory, the processing of single Chinese characters accompanied by pictures should impose extraneous cognitive load and thus hinders…

  8. Cognitive Diagnosis and Q-Matrices in Language Assessment: The Authors Respond

    ERIC Educational Resources Information Center

    Lee, Yong-Won; Sawaki, Yasuyo

    2010-01-01

    This article presents the authors' response on the two commentators' (Fred Davidson and Charles Alderson) reviews of the 2009 Special Issue of "Language Assessment Quarterly" on "Cognitive Diagnosis and Q-matrices in Language Assessment." The Special Issue represents several years of research work on cognitive diagnosis approaches (CDA) carried…

  9. Evolution of the Ainu language in space and time.

    PubMed

    Lee, Sean; Hasegawa, Toshikazu

    2013-01-01

    Languages evolve over space and time. Illuminating the evolutionary history of language is important because it provides a unique opportunity to shed light on the population history of the speakers. Spatial and temporal aspects of language evolution are particularly crucial for understanding demographic history, as they allow us to identify when and where the languages originated, as well as how they spread across the globe. Here we apply Bayesian phylogeographic methods to reconstruct spatiotemporal evolution of the Ainu language: an endangered language spoken by an indigenous group that once thrived in northern Japan. The conventional dual-structure model has long argued that modern Ainu are direct descendants of a single, Pleistocene human lineage from Southeast Asia, namely the Jomon people. In contrast, recent evidence from archaeological, anthropological and genetic evidence suggest that the Ainu are an outcome of significant genetic and cultural contributions from Siberian hunter-gatherers, the Okhotsk, who migrated into northern Hokkaido around 900-1600 years ago. Estimating from 19 Ainu language varieties preserved five decades ago, our analysis shows that they are descendants of a common ancestor who spread from northern Hokkaido around 1300 years ago. In addition to several lines of emerging evidence, our phylogeographic analysis strongly supports the hypothesis that recent expansion of the Okhotsk to northern Hokkaido had a profound impact on the origins of the Ainu people and their culture, and hence calls for a refinement to the dual-structure model. PMID:23638014

  10. Evolution, language and analogy in functional genomics

    NASA Technical Reports Server (NTRS)

    Benner, S. A.; Gaucher, E. A.

    2001-01-01

    Almost a century ago, Wittgenstein pointed out that theory in science is intricately connected to language. This connection is not a frequent topic in the genomics literature. But a case can be made that functional genomics is today hindered by the paradoxes that Wittgenstein identified. If this is true, until these paradoxes are recognized and addressed, functional genomics will continue to be limited in its ability to extrapolate information from genomic sequences.

  11. On the Evolution of Human Language.

    ERIC Educational Resources Information Center

    Lieberman, Philip

    Human linguistic ability depends, in part, on the gradual evolution of man's supralaryngeal vocal tract. The anatomic basis of human speech production is the result of a long evolutionary process in which the Darwinian process of natural selection acted to retain mutations. For auditory perception, the listener operates in terms of the acoustic…

  12. Signaled Stopping and Cognitive, Language Principles Applied to Public Relations Writing.

    ERIC Educational Resources Information Center

    Ramsey, Shirley A.

    To investigate the hypothesis that cognitive rules govern writing behavior, Carter's signaled stopping technique was used to study language and cognitive effects in public relations messages. Principles from Grunig, et al (1985) Axiomatic Theory of Cognition and Writing, which proposed premises, axioms and definitions about writing, were applied…

  13. The Relationship between Language Ability and Cognitive Function in Patients with Schizophrenia

    PubMed Central

    Kim, Sung-Jin; Shim, Joo-Cheol; Kong, Bo-Geum; Kang, Je-Wook; Moon, Jung-Joon; Jeon, Dong-Wook; Jung, Sung-Soo; Seo, Beom-Joo; Jung, Do-Un

    2015-01-01

    Objective Cognitive dysfunction is common in people with schizophrenia, and language disability is one of the most notable cognitive deficits. This study assessed the use and comprehension ability of the Korean language in patients with schizophrenia and the correlations between language ability and cognitive function. Methods Eighty-six patients with schizophrenia and a group of 29 healthy controls were recruited. We assessed both clinical symptoms and cognitive functions including Korean language ability. For clinical symptoms, the Positive and Negative Syndrome Scale, Clinical Global Impression-Schizophrenia Scale, and Social and Occupational Functioning Assessment Scale were used. For the Korean language ability assessment, a portion of the Korean Broadcasting System (KBS) Korean Language Test was used. The Short-form of Korean-Wechsler Adult Intelligence Scale, the Korean version of the University of California San Diego (UCSD) Performance-based Skills Assessment (K-UPSA), and the Wisconsin Card Sorting Test (WCST) were used to assess cognitive functions. Results Schizophrenic patients had significantly lower scores in the language and cognitive function tests both in the total and subscale scores. Various clinical scores had negative correlations with reading comprehension ability of the KBS Korean Language Test. The WCST and a part of the K-UPSA had positive correlations with multiple domains of the language test. Conclusion A significant difference was found between schizophrenic patients and controls in language ability. Correlations between Korean language ability and several clinical symptoms and cognitive functions were demonstrated in patients with schizophrenia. Tests of cognitive function had positive correlations with different aspects of language ability. PMID:26598588

  14. An error limit for the evolution of language.

    PubMed Central

    Nowak, M A; Krakauer, D C; Dress, A

    1999-01-01

    On the evolutionary trajectory that led to human language there must have been a transition from a fairly limited to an essentially unlimited communication system. The structure of modern human languages reveals at least two steps that are required for such a transition: in all languages (i) a small number of phonemes are used to generate a large number of words; and (ii) a large number of words are used to a produce an unlimited number of sentences. The first (and simpler) step is the topic of the current paper. We study the evolution of communication in the presence of errors and show that this limits the number of objects (or concepts) that can be described by a simple communication system. The evolutionary optimum is achieved by using only a small number of signals to describe a few valuable concepts. Adding more signals does not increase the fitness of a language. This represents an error limit for the evolution of communication. We show that this error limit can be overcome by combining signals (phonemes) into words. The transition from an analogue to a digital system was a necessary step toward the evolution of human language. PMID:10902547

  15. Delegation to automaticity: the driving force for cognitive evolution?

    PubMed Central

    Shine, J. M.; Shine, R.

    2014-01-01

    The ability to delegate control over repetitive tasks from higher to lower neural centers may be a fundamental innovation in human cognition. Plausibly, the massive neurocomputational challenges associated with the mastery of balance during the evolution of bipedality in proto-humans provided a strong selective advantage to individuals with brains capable of efficiently transferring tasks in this way. Thus, the shift from quadrupedal to bipedal locomotion may have driven the rapid evolution of distinctive features of human neuronal functioning. We review recent studies of functional neuroanatomy that bear upon this hypothesis, and identify ways to test our ideas. PMID:24808820

  16. Molecular networks and the evolution of human cognitive specializations

    PubMed Central

    Fontenot, Miles; Konopka, Genevieve

    2014-01-01

    Inroads into elucidating the origins of human cognitive specializations have taken many forms, including genetic, genomic, anatomical, and behavioral assays that typically compare humans to non-human primates. While the integration of all of these approaches is essential for ultimately understanding human cognition, here, we review the usefulness of coexpression network analysis for specifically addressing this question. An increasing number of studies have incorporated coexpression networks into brain expression studies comparing species, disease versus control tissue, brain regions, or developmental time periods. A clearer picture has emerged of the key genes driving brain evolution, as well as the developmental and regional contributions of gene expression patterns important for normal brain development and those misregulated in cognitive diseases. PMID:25212263

  17. Language Evolution: Constraints and Opportunities From Modern Genetics.

    PubMed

    Dediu, Dan; Christiansen, Morten H

    2016-04-01

    Our understanding of language, its origins and subsequent evolution (including language change), is shaped not only by data and theories from the language sciences, but also fundamentally by the biological sciences. Recent developments in genetics and evolutionary theory offer both very strong constraints on what scenarios of language evolution are possible and probable, but also offer exciting opportunities for understanding otherwise puzzling phenomena. Due to the intrinsic breathtaking rate of advancement in these fields, and the complexity, subtlety, and sometimes apparent non-intuitiveness of the phenomena discovered, some of these recent developments have either being completely missed by language scientists or misperceived and misrepresented. In this short paper, we offer an update on some of these findings and theoretical developments through a selection of illustrative examples and discussions that cast new light on current debates in the language sciences. The main message of our paper is that life is much more complex and nuanced than anybody could have predicted even a few decades ago, and that we need to be flexible in our theorizing instead of embracing a priori dogmas and trying to patch paradigms that are no longer satisfactory. PMID:26969626

  18. Postinstitutionalized Children's Development: Growth, Cognitive, and Language Outcomes

    PubMed Central

    Loman, Michelle M.; Wiik, Kristen L.; Frenn, Kristin A.; Pollak, Seth D.; Gunnar, Megan R.

    2010-01-01

    Objective Children adopted internationally from institutions are a growing population presenting to professional care providers. Although postinstitutionalized (PI) children are adopted from multiple world regions, current knowledge is predominantly based on those adopted from Romania and Eastern European countries. This study examines and compares developmental outcomes of PI children adopted from multiple world regions. Method Five to 11 years after adoption, 8- through 11-year-old PI children (N = 91), children internationally adopted early from foster care (N = 109), and nonadopted children (N = 69) completed screening measures assessing vision, hearing, growth, and cognitive and language abilities. Parents completed questionnaires on service utilization, school performance, preadoptive history, and postadoption environment. Results Forty-four percent of PI children's growth was stunted (height <10th percentile) at adoption. At assessment, although physically smaller, nearly all PI children had average growth parameters. Relative to nonadopted children and children adopted early from foster care, PI children performed more poorly on cognitive and language screens with increased time in institution related to lower performance. Notably, group means on these measures were within the average range. PI children were more likely to be falling behind academically and to use intervention services. Family environment did not differ between PI and nonadopted children. There were few differences for PI children by world region of adoption once accounting for duration of institutionalization. Conclusions Despite currently living in similar environments, PI children have specific needs that differ from early-adopted and nonadopted children. Consideration of multiple factors, including length of institutionalization, is essential when providing care for these children. PMID:19692931

  19. Evidence for shared cognitive processing of pitch in music and language.

    PubMed

    Perrachione, Tyler K; Fedorenko, Evelina G; Vinke, Louis; Gibson, Edward; Dilley, Laura C

    2013-01-01

    Language and music epitomize the complex representational and computational capacities of the human mind. Strikingly similar in their structural and expressive features, a longstanding question is whether the perceptual and cognitive mechanisms underlying these abilities are shared or distinct--either from each other or from other mental processes. One prominent feature shared between language and music is signal encoding using pitch, conveying pragmatics and semantics in language and melody in music. We investigated how pitch processing is shared between language and music by measuring consistency in individual differences in pitch perception across language, music, and three control conditions intended to assess basic sensory and domain-general cognitive processes. Individuals' pitch perception abilities in language and music were most strongly related, even after accounting for performance in all control conditions. These results provide behavioral evidence, based on patterns of individual differences, that is consistent with the hypothesis that cognitive mechanisms for pitch processing may be shared between language and music. PMID:23977386

  20. Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment

    ERIC Educational Resources Information Center

    Farrant, Brad M.; Maybery, Murray T.; Fletcher, Janet

    2012-01-01

    The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of…

  1. Cognitive and Linguistic Predictors of Basic Arithmetic Skills: Evidence from First-Language and Second-Language Learners

    ERIC Educational Resources Information Center

    Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

    2014-01-01

    The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory,…

  2. Languaging as Agent and Constituent of Cognitive Change in an Older Adult: An Example

    ERIC Educational Resources Information Center

    Swain, Merrill; Lapkin, Sharon

    2011-01-01

    Vygotsky's writings have established the critical importance of language in the development of higher mental functions, including memory and attention. One of the processes involved in this development is languaging, the activity of mediating cognitively complex ideas using language (Swain, 2006). The present study of an older adult with mild…

  3. Applications of Cognitive Load Theory to Multimedia-Based Foreign Language Learning: An Overview

    ERIC Educational Resources Information Center

    Chen, I-Jung; Chang, Chi-Cheng; Lee, Yen-Chang

    2009-01-01

    This article reviews the multimedia instructional design literature based on cognitive load theory (CLT) in the context of foreign language learning. Multimedia are of particular importance in language learning materials because they incorporate text, image, and sound, thus offering an integrated learning experience of the four language skills…

  4. The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English

    ERIC Educational Resources Information Center

    Laija-Rodriguez, Wilda; Ochoa, Salvador Hector; Parker, Richard

    2006-01-01

    The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language…

  5. Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

    ERIC Educational Resources Information Center

    Kubanyiova, Magdalena; Feryok, Anne

    2015-01-01

    Understanding language teachers' "mental lives" (Walberg, 1972), and how these shape and are shaped by the activity of language teaching in diverse sociocultural contexts, has been at the forefront of the sub discipline of applied linguistics that has become known as "language teacher cognition." Although the collective…

  6. How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

    ERIC Educational Resources Information Center

    Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

    2015-01-01

    Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

  7. Three-Dimensional Constraints on Human Cognition as Expressed in Human Language

    ERIC Educational Resources Information Center

    Adam, Christopher C.

    2015-01-01

    Those advocating the existence of a distinct language instinct generally claim that human language is not reliant on general human cognition. However, limitations on recursive patterns in human language are universally attested, from the micro-level elements of phonology, throughout the mid-level elements of morphology and syntax, and up to the…

  8. Without it no music: cognition, biology and evolution of musicality

    PubMed Central

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E.

    2015-01-01

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. PMID:25646511

  9. Without it no music: cognition, biology and evolution of musicality.

    PubMed

    Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E

    2015-03-19

    Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. PMID:25646511

  10. A Bird’s Eye View of Human Language Evolution

    PubMed Central

    Berwick, Robert C.; Beckers, Gabriël J. L.; Okanoya, Kazuo; Bolhuis, Johan J.

    2012-01-01

    Comparative studies of linguistic faculties in animals pose an evolutionary paradox: language involves certain perceptual and motor abilities, but it is not clear that this serves as more than an input–output channel for the externalization of language proper. Strikingly, the capability for auditory–vocal learning is not shared with our closest relatives, the apes, but is present in such remotely related groups as songbirds and marine mammals. There is increasing evidence for behavioral, neural, and genetic similarities between speech acquisition and birdsong learning. At the same time, researchers have applied formal linguistic analysis to the vocalizations of both primates and songbirds. What have all these studies taught us about the evolution of language? Is the comparative study of an apparently species-specific trait like language feasible? We argue that comparative analysis remains an important method for the evolutionary reconstruction and causal analysis of the mechanisms underlying language. On the one hand, common descent has been important in the evolution of the brain, such that avian and mammalian brains may be largely homologous, particularly in the case of brain regions involved in auditory perception, vocalization, and auditory memory. On the other hand, there has been convergent evolution of the capacity for auditory–vocal learning, and possibly for structuring of external vocalizations, such that apes lack the abilities that are shared between songbirds and humans. However, significant limitations to this comparative analysis remain. While all birdsong may be classified in terms of a particularly simple kind of concatenation system, the regular languages, there is no compelling evidence to date that birdsong matches the characteristic syntactic complexity of human language, arising from the composition of smaller forms like words and phrases into larger ones. PMID:22518103

  11. The Nature of the Language Faculty and Its Implications for Evolution of Language (Reply to Fitch, Hauser, and Chomsky)

    ERIC Educational Resources Information Center

    Jackendoff, Ray; Pinker, Steven

    2005-01-01

    In a continuation of the conversation with Fitch, Chomsky, and Hauser on the evolution of language, we examine their defense of the claim that the uniquely human, language-specific part of the language faculty (the ''narrow language faculty'') consists only of recursion, and that this part cannot be considered an adaptation to communication. We…

  12. Spoken Language Derived Measures for Detecting Mild Cognitive Impairment

    PubMed Central

    Roark, Brian; Mitchell, Margaret; Hosom, John-Paul; Hollingshead, Kristy; Kaye, Jeffrey

    2011-01-01

    Spoken responses produced by subjects during neuropsychological exams can provide diagnostic markers beyond exam performance. In particular, characteristics of the spoken language itself can discriminate between subject groups. We present results on the utility of such markers in discriminating between healthy elderly subjects and subjects with mild cognitive impairment (MCI). Given the audio and transcript of a spoken narrative recall task, a range of markers are automatically derived. These markers include speech features such as pause frequency and duration, and many linguistic complexity measures. We examine measures calculated from manually annotated time alignments (of the transcript with the audio) and syntactic parse trees, as well as the same measures calculated from automatic (forced) time alignments and automatic parses. We show statistically significant differences between clinical subject groups for a number of measures. These differences are largely preserved with automation. We then present classification results, and demonstrate a statistically significant improvement in the area under the ROC curve (AUC) when using automatic spoken language derived features in addition to the neuropsychological test scores. Our results indicate that using multiple, complementary measures can aid in automatic detection of MCI. PMID:22199464

  13. Networks of lexical borrowing and lateral gene transfer in language and genome evolution

    PubMed Central

    List, Johann-Mattis; Nelson-Sathi, Shijulal; Geisler, Hans; Martin, William

    2014-01-01

    Like biological species, languages change over time. As noted by Darwin, there are many parallels between language evolution and biological evolution. Insights into these parallels have also undergone change in the past 150 years. Just like genes, words change over time, and language evolution can be likened to genome evolution accordingly, but what kind of evolution? There are fundamental differences between eukaryotic and prokaryotic evolution. In the former, natural variation entails the gradual accumulation of minor mutations in alleles. In the latter, lateral gene transfer is an integral mechanism of natural variation. The study of language evolution using biological methods has attracted much interest of late, most approaches focusing on language tree construction. These approaches may underestimate the important role that borrowing plays in language evolution. Network approaches that were originally designed to study lateral gene transfer may provide more realistic insights into the complexities of language evolution. PMID:24375688

  14. Foreign language training as cognitive therapy for age-related cognitive decline: A hypothesis for future research

    PubMed Central

    Antoniou, Mark; Gunasekera, Geshri; Wong, Patrick C. M.

    2014-01-01

    Over the next fifty years, the number of older adults is set to reach record levels. Protecting older adults from the age-related effects of cognitive decline is one of the greatest challenges of the next few decades as it places increasing pressure on families, health systems, and economies on a global scale. The disease-state of age-related cognitive decline—Alzheimer's disease and other dementias—hijacks our consciousness and intellectual autonomy. However, there is evidence that cognitively stimulating activities protect against the adverse effects of cognitive decline. Similarly, bilingualism is also considered to be a safeguard. We propose that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. It is recommended that future research should test this potentially fruitful hypothesis. PMID:24051310

  15. One language, two number-word systems and many problems: numerical cognition in the Czech language.

    PubMed

    Pixner, S; Zuber, J; Heřmanová, V; Kaufmann, L; Nuerk, H-C; Moeller, K

    2011-01-01

    Comparing numerical performance between different languages does not only mean comparing different number-word systems, but also implies a comparison of differences regarding culture or educational systems. The Czech language provides the remarkable opportunity to disentangle this confound as there exist two different number-word systems within the same language: for instance, "25" can be either coded in non-inverted order "dvadsetpät" [twenty-five] or in inverted order "pätadvadset" [five-and-twenty]. To investigate the influence of the number-word system on basic numerical processing within one culture, 7-year-old Czech-speaking children had to perform a transcoding task (i.e., writing Arabic numbers to dictation) in both number-word systems. The observed error pattern clearly indicated that the structure of the number-word system determined transcoding performance reliably: In the inverted number-word system about half of all errors were inversion-related. In contrast, hardly any inversion-related errors occurred in the non-inverted number-word system. We conclude that the development of numerical cognition does not only depend on cultural or educational differences, but is indeed related to the structure and transparency of a given number-word system. PMID:21763104

  16. Comparison of the Recovery Patterns of Language and Cognitive Functions in Patients with Post-Traumatic Language Processing Deficits and in Patients with Aphasia Following a Stroke

    ERIC Educational Resources Information Center

    Vukovic, Mile; Vuksanovic, Jasmina; Vukovic, Irena

    2008-01-01

    In this study we investigated the recovery patterns of language and cognitive functions in patients with post-traumatic language processing deficits and in patients with aphasia following a stroke. The correlation of specific language functions and cognitive functions was analyzed in the acute phase and 6 months later. Significant recovery of the…

  17. Cognition and Language: From Apprehension to Judgment -- Quantum Conjectures

    NASA Astrophysics Data System (ADS)

    Arecchi, F. T.

    2014-12-01

    We critically discuss the two moments of human cognition, namely, apprehension (A), whereby a coherent perception emerges from the recruitment of neuronal groups, and judgment (B), that entails the comparison of two apprehensions acquired at different times, coded in a suitable language and recalled by memory. (B) requires selfconsciousness, in so far as the agent who expresses the judgment must be aware that the two apprehensions are submitted to his/her own scrutiny and that it is his/her duty to extract a mutual relation. Since (B) lasts around 3 seconds, the semantic value of the pieces under comparison must be decided within this time. This implies a fast search of the memory contents. As a fact, exploring human subjects with sequences of simple words, we find evidence of a limited time window, corresponding to the memory retrieval of a linguistic item in order to match it with the next one in a text flow (be it literary, or musical,or figurative). Classifying the information content of spike trains, an uncertainty relation emerges between the bit size of a word and its duration. This uncertainty is ruled by a constant that can be given a numerical value and that has nothing to do with Planck's constant. A "quantum conjecture" in the above sense might explain the onset and decay of the memory window connecting successive pieces of a linguistic text. The conjecture here formulated is applicable to other reported evidences of quantum effects in human cognitive processes, so far lacking a plausible framework since no efforts to assign a quantum constant have been associated.

  18. Language and life history: a new perspective on the development and evolution of human language.

    PubMed

    Locke, John L; Bogin, Barry

    2006-06-01

    It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches from juvenility to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language. PMID:17214017

  19. Colloquium paper: the cognitive niche: coevolution of intelligence, sociality, and language.

    PubMed

    Pinker, Steven

    2010-05-11

    Although Darwin insisted that human intelligence could be fully explained by the theory of evolution, the codiscoverer of natural selection, Alfred Russel Wallace, claimed that abstract intelligence was of no use to ancestral humans and could only be explained by intelligent design. Wallace's apparent paradox can be dissolved with two hypotheses about human cognition. One is that intelligence is an adaptation to a knowledge-using, socially interdependent lifestyle, the "cognitive niche." This embraces the ability to overcome the evolutionary fixed defenses of plants and animals by applications of reasoning, including weapons, traps, coordinated driving of game, and detoxification of plants. Such reasoning exploits intuitive theories about different aspects of the world, such as objects, forces, paths, places, states, substances, and other people's beliefs and desires. The theory explains many zoologically unusual traits in Homo sapiens, including our complex toolkit, wide range of habitats and diets, extended childhoods and long lives, hypersociality, complex mating, division into cultures, and language (which multiplies the benefit of knowledge because know-how is useful not only for its practical benefits but as a trade good with others, enhancing the evolution of cooperation). The second hypothesis is that humans possess an ability of metaphorical abstraction, which allows them to coopt faculties that originally evolved for physical problem-solving and social coordination, apply them to abstract subject matter, and combine them productively. These abilities can help explain the emergence of abstract cognition without supernatural or exotic evolutionary forces and are in principle testable by analyses of statistical signs of selection in the human genome. PMID:20445094

  20. The Utility of Cognitive Plausibility in Language Acquisition Modeling: Evidence From Word Segmentation.

    PubMed

    Phillips, Lawrence; Pearl, Lisa

    2015-11-01

    The informativity of a computational model of language acquisition is directly related to how closely it approximates the actual acquisition task, sometimes referred to as the model's cognitive plausibility. We suggest that though every computational model necessarily idealizes the modeled task, an informative language acquisition model can aim to be cognitively plausible in multiple ways. We discuss these cognitive plausibility checkpoints generally and then apply them to a case study in word segmentation, investigating a promising Bayesian segmentation strategy. We incorporate cognitive plausibility by using an age-appropriate unit of perceptual representation, evaluating the model output in terms of its utility, and incorporating cognitive constraints into the inference process. Our more cognitively plausible model shows a beneficial effect of cognitive constraints on segmentation performance. One interpretation of this effect is as a synergy between the naive theories of language structure that infants may have and the cognitive constraints that limit the fidelity of their inference processes, where less accurate inference approximations are better when the underlying assumptions about how words are generated are less accurate. More generally, these results highlight the utility of incorporating cognitive plausibility more fully into computational models of language acquisition. PMID:25656757

  1. Case report: Is verbal cognitive performance in bilingual neuropsychiatric patients test-language dependent?

    PubMed

    Rodriguez, Mabel; Kratochvilova, Zuzana; Kuniss, Renata; Vorackova, Veronika; Dorazilova, Aneta; Fajnerova, Iveta

    2015-12-01

    Bilingualism (BL) is increasing around the world. Although BL has been shown to have a broad impact-both positive and negative-on language and cognitive functioning, cognitive models and standards are mainly based on monolinguals. If we take cognitive performance of monolinguals as a standard, then the performance of bilinguals might not be accurately estimated. The assessment of cognitive functions is an important part of both the diagnostic process and further treatment in neurological and neuropsychiatric patients. In order to identify the presence or absence of cognitive deficit in bilingual patients, it will be important to determine the positive and/or negative impact of BL properties on measured cognitive performance. However, research of the impact of BL on cognitive performance in neuropsychiatric patients is limited. This article aims to compare the influence of the language (dominant-L1, second-L2) used for assessment of verbal cognitive performance in two cases of bilingual neuropsychiatric patients (English/Czech). Despite the fact that the two cases have different diagnoses, similarities in working memory and verbal learning profiles for L1 and L2 were present in both patients. We expected L1 to have higher performance in all measures when compared with L2. This assumption was partially confirmed. As expected, verbal working memory performance was better when assessed in L1. In contrast, verbal learning showed the same or better performance in L2 when compared with L1. Verbal fluency and immediate recall results were comparable in both languages. In conclusion, the language of administration partially influenced verbal performance of bilingual patients. Whether the language itself influenced low performance in a given language or it was a result of a deficit requires further research. According to our results, we suggest that an assessment in both languages needs to be a component of reasonable cognitive assessment of bilingual patients. PMID:26663627

  2. Parallel Evolution of Genes and Languages in the Caucasus Region

    PubMed Central

    Balanovsky, Oleg; Dibirova, Khadizhat; Dybo, Anna; Mudrak, Oleg; Frolova, Svetlana; Pocheshkhova, Elvira; Haber, Marc; Platt, Daniel; Schurr, Theodore; Haak, Wolfgang; Kuznetsova, Marina; Radzhabov, Magomed; Balaganskaya, Olga; Romanov, Alexey; Zakharova, Tatiana; Soria Hernanz, David F.; Zalloua, Pierre; Koshel, Sergey; Ruhlen, Merritt; Renfrew, Colin; Wells, R. Spencer; Tyler-Smith, Chris; Balanovska, Elena

    2012-01-01

    We analyzed 40 SNP and 19 STR Y-chromosomal markers in a large sample of 1,525 indigenous individuals from 14 populations in the Caucasus and 254 additional individuals representing potential source populations. We also employed a lexicostatistical approach to reconstruct the history of the languages of the North Caucasian family spoken by the Caucasus populations. We found a different major haplogroup to be prevalent in each of four sets of populations that occupy distinct geographic regions and belong to different linguistic branches. The haplogroup frequencies correlated with geography and, even more strongly, with language. Within haplogroups, a number of haplotype clusters were shown to be specific to individual populations and languages. The data suggested a direct origin of Caucasus male lineages from the Near East, followed by high levels of isolation, differentiation and genetic drift in situ. Comparison of genetic and linguistic reconstructions covering the last few millennia showed striking correspondences between the topology and dates of the respective gene and language trees, and with documented historical events. Overall, in the Caucasus region, unmatched levels of gene-language co-evolution occurred within geographically isolated populations, probably due to its mountainous terrain. PMID:21571925

  3. Language at Three Timescales: The Role of Real-Time Processes in Language Development and Evolution.

    PubMed

    McMurray, Bob

    2016-04-01

    Evolutionary developmental systems (evo-devo) theory stresses that selection pressures operate on entire developmental systems rather than just genes. This study extends this approach to language evolution, arguing that selection pressure may operate on two quasi-independent timescales. First, children clearly must acquire language successfully (as acknowledged in traditional evo-devo accounts) and evolution must equip them with the tools to do so. Second, while this is developing, they must also communicate with others in the moment using partially developed knowledge. These pressures may require different solutions, and their combination may underlie the evolution of complex mechanisms for language development and processing. I present two case studies to illustrate how the demands of both real-time communication and language acquisition may be subtly different (and interact). The first case study examines infant-directed speech (IDS). A recent view is that IDS underwent cultural to statistical learning mechanisms that infants use to acquire the speech categories of their language. However, recent data suggest is it may not have evolved to enhance development, but rather to serve a more real-time communicative function. The second case study examines the argument for seemingly specialized mechanisms for learning word meanings (e.g., fast-mapping). Both behavioral and computational work suggest that learning may be much slower and served by general-purpose mechanisms like associative learning. Fast-mapping, then, may be a real-time process meant to serve immediate communication, not learning, by augmenting incomplete vocabulary knowledge with constraints from the current context. Together, these studies suggest that evolutionary accounts consider selection pressure arising from both real-time communicative demands and from the need for accurate language development. PMID:26991438

  4. Language Cognition: A Theoretical Model Based on Neuro-Cortical Matrices.

    ERIC Educational Resources Information Center

    George, Don

    Cognition, not to be confused with perception, reception, or stimulus detection, is defined as relationships of sensory experiences in single-loop matrices. The reticular system of the upper brain stem is centered upon as the likely locus of sensory filtering and modification that can modulate language usage. That is, higher cognitive functions…

  5. Language and Cognitive Predictors of Text Comprehension: Evidence from Multivariate Analysis

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2015-01-01

    Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…

  6. Foreign Language Achievement in Relation to Student-Teacher Cognitive Styles: A Preliminary Study.

    ERIC Educational Resources Information Center

    Hansen, Jacqueline; Stansfield, Charles

    Research has shown student field-independent cognitive style (FI), as opposed to field-dependent cognitive style (FD), to be correlated moderately with success on selected second language tasks. A trait-treatment interaction approach was utilized in this study to examine the role of FD/I among 236 college students enrolled in six sections of an…

  7. Young Children's Cognitive Achievement: Home Learning Environment, Language and Ethnic Background

    ERIC Educational Resources Information Center

    Frumkin, Lara A.

    2013-01-01

    For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This…

  8. Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

    ERIC Educational Resources Information Center

    Chen, I-Jung; Chang, Chi-Cheng

    2009-01-01

    Introduction: This study explores the relationship among three variables--cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive…

  9. Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning

    ERIC Educational Resources Information Center

    Moghaddam, Alireza Navid; Araghi, Seyed Mahdi

    2013-01-01

    Language learning process is one of the complicated behaviors of human beings which has called many scholars and experts' attention especially after the middle of last century by the advent of cognitive psychology that later on we see its implication to education. Unlike previous thought of schools, cognitive psychology deals with the way in which…

  10. Prenatal Alcohol and Cocaine Exposure: Influences on Cognition, Speech, Language, and Hearing

    ERIC Educational Resources Information Center

    Cone-Wesson, B.

    2005-01-01

    This paper reviews research on the consequences of prenatal exposure to alcohol and cocaine on children's speech, language, hearing, and cognitive development. The review shows that cognitive impairment, learning disabilities, and behavioral disorders are the central nervous system manifestations of fetal alcohol syndrome (FAS), and cranio-facial…

  11. Cognition, Language Contact, and the Development of Pragmatic Comprehension in a Study-Abroad Context

    ERIC Educational Resources Information Center

    Taguchi, Naoko

    2008-01-01

    This study examined two issues: (a) whether there are gains in accurate and speedy comprehension of second language (L2) pragmatic meaning over time and (b) whether the gains are associated with cognitive processing ability and the amount of language contact in an L2 environment. Forty-four college students in a US institution completed three…

  12. Differences in Language and Cognitive Development: ECI-3. Early Childhood Intervention Catalog Module.

    ERIC Educational Resources Information Center

    Evans, Joyce; Bricker, Donna

    The third of seven training modules for professionals in early intervention focuses on working with young (birth to age 3) children who are speech/language impaired, learning disabled, slow learning, or socially delayed. Background information summarized what is known about language, cognitive and social dysfunction or affect in infants and young…

  13. Cognitive and Constructivist Strategies for Teaching about Language and for Providing Reading and Writing Instruction

    ERIC Educational Resources Information Center

    Rowell, C. Glennon; Palmer, Barbara C.

    2007-01-01

    College students learning about language and using this knowledge to learn how to teach reading and writing should participate in strategies that simulate systems in the language and strategies that they in turn will use in their own classrooms. Cognitive and constructivist strategies are interactive and thus more powerful than the traditional…

  14. The Utility of Cognitive Plausibility in Language Acquisition Modeling: Evidence from Word Segmentation

    ERIC Educational Resources Information Center

    Phillips, Lawrence; Pearl, Lisa

    2015-01-01

    The informativity of a computational model of language acquisition is directly related to how closely it approximates the actual acquisition task, sometimes referred to as the model's "cognitive plausibility." We suggest that though every computational model necessarily idealizes the modeled task, an informative language acquisition…

  15. "Cognitive Diagnosis and Q-Matrices in Language Assessment": A Commentary

    ERIC Educational Resources Information Center

    Alderson, J. Charles

    2010-01-01

    This commentary appraises the 2009 special issue of "Language Assessment Quarterly" on "Cognitive Diagnosis and Q-matrices in Language Assessment." Despite a number of weaknesses, specifically in attempting inappropriately to retrofit a suite of proficiency tests to diagnostic purposes, the special issue is seen as a landmark in the development of…

  16. Cognitive Retroactive Transfer (CRT) of Language Skills among Bilingual Arabic-English Readers

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim; Shakkour, Wael; Siegel, Linda

    2013-01-01

    This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed "cognitive retroactive transfer". Tests were administered to the…

  17. Using the Natural Language Paradigm (NLP) to Increase Vocalizations of Older Adults with Cognitive Impairments

    ERIC Educational Resources Information Center

    LeBlanc, Linda A.; Geiger, Kaneen B.; Sautter, Rachael A.; Sidener, Tina M.

    2007-01-01

    The Natural Language Paradigm (NLP) has proven effective in increasing spontaneous verbalizations for children with autism. This study investigated the use of NLP with older adults with cognitive impairments served at a leisure-based adult day program for seniors. Three individuals with limited spontaneous use of functional language participated…

  18. Cognitive Rationality and Its Logic-Mathematical Language

    ERIC Educational Resources Information Center

    Masalova, Svetlana

    2012-01-01

    The article deals with the cognitive (flexible) rationality, combining rational and irrational moments of the scientific search of the cognizing subject. Linguo-cognitive model of the concept as the flexible regulative rationality reveals the activity of the cognitive processes and the mentality of the epistemological-ontic subject, its leading…

  19. Cognitive and linguistic correlates of early exposure to more than one language.

    PubMed

    Akhtar, Nameera; Menjivar, Jennifer A

    2012-01-01

    This chapter reviews recent studies of cognitive and linguistic correlates of exposure to two languages in infancy and early childhood. Most of the studies reviewed directly compare monolingual children to those who are exposed to two languages. The cognitive correlates include enhanced executive functioning (especially inhibitory control), and Theory of Mind. The linguistic correlates include smaller vocabularies in each language, different word-learning strategies, slower lexical access, and enhanced pragmatic and metalinguistic skills. Issues in interpreting group differences, in particular, whether such differences should be interpreted as deficits, are discussed. PMID:22675903

  20. Oral and Written Language and the Cognitive Processes of Children

    ERIC Educational Resources Information Center

    Olson, David R.

    1977-01-01

    Looks at the structures of childrens' oral language or "mother tongue" and the structures of adult literate prose and emphasizes the alternate conceptions of reality that those languages sustain. (MH)

  1. Sex hormones affect language lateralisation but not cognitive control in normally cycling women.

    PubMed

    Hodgetts, Sophie; Weis, Susanne; Hausmann, Markus

    2015-08-01

    This article is part of a Special Issue "Estradiol and Cognition". Natural fluctuations of sex hormones during the menstrual cycle have been shown to modulate language lateralisation. Using the dichotic listening (DL) paradigm, a well-established measurement of language lateralisation, several studies revealed that the left hemispheric language dominance was stronger when levels of estradiol were high. A recent study (Hjelmervik et al., 2012) showed, however, that high levels of follicular estradiol increased lateralisation only in a condition that required participants to cognitively control (top-down) the stimulus-driven (bottom-up) response. This finding suggested that sex hormones modulate lateralisation only if cognitive control demands are high. The present study investigated language lateralisation in 73 normally cycling women under three attention conditions that differed in cognitive control demands. Saliva estradiol and progesterone levels were determined by luminescence immunoassays. Women were allocated to a high or low estradiol group. The results showed a reduced language lateralisation when estradiol and progesterone levels were high. The effect was independent of the attention condition indicating that estradiol marginally affected cognitive control. The findings might suggest that high levels of estradiol especially reduce the stimulus-driven (bottom-up) aspect of lateralisation rather than top-down cognitive control. PMID:26145565

  2. Language and cognitive predictors of text comprehension: evidence from multivariate analysis.

    PubMed

    Kim, Young-Suk

    2015-01-01

    Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. PMID:25174258

  3. Language experience differentiates prefrontal and subcortical activation of the cognitive control network in novel word learning

    PubMed Central

    King, Kelly E.; Hernandez, Arturo E.

    2012-01-01

    The purpose of this study was to examine the cognitive control mechanisms in adult English speaking monolinguals compared to early sequential Spanish-English bilinguals during the initial stages of novel word learning. Functional magnetic resonance imaging during a lexico-semantic task after only two hours of exposure to novel German vocabulary flashcards showed that monolinguals activated a broader set of cortical control regions associated with higher-level cognitive processes, including the supplementary motor area (SMA), anterior cingulate (ACC), and dorsolateral prefrontal cortex (DLPFC), as well as the caudate, implicated in cognitive control of language. However, bilinguals recruited a more localized subcortical network that included the putamen, associated more with motor control of language. These results suggest that experience managing multiple languages may differentiate the learning strategy and subsequent neural mechanisms of cognitive control used by bilinguals compared to monolinguals in the early stages of novel word learning. PMID:23194816

  4. Language Learning Experience as a Contributor to ESOL Teacher Cognition

    ERIC Educational Resources Information Center

    Ellis, Elizabeth Margaret

    2006-01-01

    Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and it is assumed that a monolingual teacher can attain such understanding without…

  5. Early Life Instruction in Foreign Language and Music and Incidence of Mild Cognitive Impairment

    PubMed Central

    Wilson, Robert S.; Boyle, Patricia A.; Yang, Jingyun; James, Bryan D.; Bennett, David A.

    2014-01-01

    Objective To test the hypothesis that foreign language and music instruction in early life are associated with lower incidence of mild cognitive impairment (MCI) and slower rate of cognitive decline in old age. Method At enrollment in a longitudinal cohort study, 964 older persons without cognitive impairment estimated years of foreign language and music instruction by age 18. Annually thereafter they completed clinical evaluations that included cognitive testing and clinical classification of MCI. Results There were 264 persons with no foreign language instruction, 576 with 1–4 years, and 124 with >4 years; 346 persons with no music instruction, 360 with 1–4 years, and 258 with >4 years. During a mean of 5.8 years of observation, 396 participants (41.1%) developed MCI. In a proportional hazards model adjusted for age, sex, and education, higher levels (>4 years) of foreign language (hazard ratio [HR] = 0.687, 95% confidence interval [ CI]: 0.482, 0.961) and music (HR = 0.708, 95% CI: 0.539, 0.930) instruction by the age of 18 were each associated with reduced risk of MCI. The association persisted after adjustment for other early life indicators of an enriched cognitive environment, and it was stronger for nonamnestic than amnestic MCI. Both foreign language and music instruction were associated with higher initial level of cognitive function, but neither instruction measure was associated with cognitive decline. Conclusions Higher levels of foreign language and music instruction during childhood and adolescence are associated in old age with lower risk of developing MCI but not with rate of cognitive decline. PMID:25110933

  6. Tool-use-associated sound in the evolution of language.

    PubMed

    Larsson, Matz

    2015-09-01

    Proponents of the motor theory of language evolution have primarily focused on the visual domain and communication through observation of movements. In the present paper, it is hypothesized that the production and perception of sound, particularly of incidental sound of locomotion (ISOL) and tool-use sound (TUS), also contributed. Human bipedalism resulted in rhythmic and more predictable ISOL. It has been proposed that this stimulated the evolution of musical abilities, auditory working memory, and abilities to produce complex vocalizations and to mimic natural sounds. Since the human brain proficiently extracts information about objects and events from the sounds they produce, TUS, and mimicry of TUS, might have achieved an iconic function. The prevalence of sound symbolism in many extant languages supports this idea. Self-produced TUS activates multimodal brain processing (motor neurons, hearing, proprioception, touch, vision), and TUS stimulates primate audiovisual mirror neurons, which is likely to stimulate the development of association chains. Tool use and auditory gestures involve motor processing of the forelimbs, which is associated with the evolution of vertebrate vocal communication. The production, perception, and mimicry of TUS may have resulted in a limited number of vocalizations or protowords that were associated with tool use. A new way to communicate about tools, especially when out of sight, would have had selective advantage. A gradual change in acoustic properties and/or meaning could have resulted in arbitrariness and an expanded repertoire of words. Humans have been increasingly exposed to TUS over millions of years, coinciding with the period during which spoken language evolved. ISOL and tool-use-related sound are worth further exploration. PMID:26118672

  7. The sound symbolism bootstrapping hypothesis for language acquisition and language evolution

    PubMed Central

    Imai, Mutsumi; Kita, Sotaro

    2014-01-01

    Sound symbolism is a non-arbitrary relationship between speech sounds and meaning. We review evidence that, contrary to the traditional view in linguistics, sound symbolism is an important design feature of language, which affects online processing of language, and most importantly, language acquisition. We propose the sound symbolism bootstrapping hypothesis, claiming that (i) pre-verbal infants are sensitive to sound symbolism, due to a biologically endowed ability to map and integrate multi-modal input, (ii) sound symbolism helps infants gain referential insight for speech sounds, (iii) sound symbolism helps infants and toddlers associate speech sounds with their referents to establish a lexical representation and (iv) sound symbolism helps toddlers learn words by allowing them to focus on referents embedded in a complex scene, alleviating Quine's problem. We further explore the possibility that sound symbolism is deeply related to language evolution, drawing the parallel between historical development of language across generations and ontogenetic development within individuals. Finally, we suggest that sound symbolism bootstrapping is a part of a more general phenomenon of bootstrapping by means of iconic representations, drawing on similarities and close behavioural links between sound symbolism and speech-accompanying iconic gesture. PMID:25092666

  8. The sound symbolism bootstrapping hypothesis for language acquisition and language evolution.

    PubMed

    Imai, Mutsumi; Kita, Sotaro

    2014-09-19

    Sound symbolism is a non-arbitrary relationship between speech sounds and meaning. We review evidence that, contrary to the traditional view in linguistics, sound symbolism is an important design feature of language, which affects online processing of language, and most importantly, language acquisition. We propose the sound symbolism bootstrapping hypothesis, claiming that (i) pre-verbal infants are sensitive to sound symbolism, due to a biologically endowed ability to map and integrate multi-modal input, (ii) sound symbolism helps infants gain referential insight for speech sounds, (iii) sound symbolism helps infants and toddlers associate speech sounds with their referents to establish a lexical representation and (iv) sound symbolism helps toddlers learn words by allowing them to focus on referents embedded in a complex scene, alleviating Quine's problem. We further explore the possibility that sound symbolism is deeply related to language evolution, drawing the parallel between historical development of language across generations and ontogenetic development within individuals. Finally, we suggest that sound symbolism bootstrapping is a part of a more general phenomenon of bootstrapping by means of iconic representations, drawing on similarities and close behavioural links between sound symbolism and speech-accompanying iconic gesture. PMID:25092666

  9. Technology, expertise and social cognition in human evolution.

    PubMed

    Stout, Dietrich; Passingham, Richard; Frith, Christopher; Apel, Jan; Chaminade, Thierry

    2011-04-01

    Paleolithic stone tools provide concrete evidence of major developments in human behavioural and cognitive evolution. Of particular interest are evolving cognitive mechanisms implied by the cultural transmission of increasingly complex prehistoric technologies, hypothetically including motor resonance, causal reasoning and mentalizing. To test the relevance of these mechanisms to specific Paleolithic technologies, we conducted a functional magnetic resonance imaging study of Naïve, Trained and Expert subjects observing two toolmaking methods of differing complexity and antiquity: the simple 'Oldowan' method documented by the earliest tools 2.5 million years ago; and the more complex 'Acheulean' method used to produce refined tools 0.5 million years ago. Subjects observed 20-s video clips of an expert demonstrator, followed by behavioural tasks designed to maintain attention. Results show that observational understanding of Acheulean toolmaking involves increased demands for the recognition of abstract technological intentions. Across subject groups, Acheulean compared with Oldowan toolmaking was associated with activation of left anterior intraparietal and inferior frontal sulci, indicating the relevance of resonance mechanisms. Between groups, Naïve subjects relied on bottom-up kinematic simulation in the premotor cortex to reconstruct unfamiliar intentions, and Experts employed a combination of familiarity-based sensorimotor matching in the posterior parietal cortex and top-down mentalizing involving the medial prefrontal cortex. While no specific differences between toolmaking technologies were found for Trained subjects, both produced frontal activation relative to Control, suggesting focused engagement with toolmaking stimuli. These findings support motor resonance hypotheses for the evolutionary origins of human social cognition and cumulative culture, directly linking these hypotheses with archaeologically observable behaviours in prehistory. PMID:21375598

  10. Cognitive-Academic Language Proficiency and Language Acquisition in Bilingual Instruction--with an Outlook on a University Project in Albania.

    ERIC Educational Resources Information Center

    Portmann-Tselikas Paul R.

    2001-01-01

    Explores the contribution of cognitive-academic language proficiency to second language acquisition in instructional contexts, using Cummins' concepts of bilingual education. Discusses Albania's educational practices and reviews a joint project by Austrian and Albanian universities that shows how cognitive academic proficiency, along with…

  11. Brain Circuit for Cognitive Control is Shared by Task and Language Switching.

    PubMed

    De Baene, Wouter; Duyck, Wouter; Brass, Marcel; Carreiras, Manuel

    2015-09-01

    Controlling multiple languages during speech production is believed to rely on functional mechanisms that are (at least partly) shared with domain-general cognitive control in early, highly proficient bilinguals. Recent neuroimaging results have indeed suggested a certain degree of neural overlap between language control and nonverbal cognitive control in bilinguals. However, this evidence is only indirect. Direct evidence for neural overlap between language control and nonverbal cognitive control can only be provided if two prerequisites are met: Language control and nonverbal cognitive control should be compared within the same participants, and the task requirements of both conditions should be closely matched. To provide such direct evidence for the first time, we used fMRI to examine the overlap in brain activation between switch-specific activity in a linguistic switching task and a closely matched nonlinguistic switching task, within participants, in early, highly proficient Spanish-Basque bilinguals. The current findings provide direct evidence that, in these bilinguals, highly similar brain circuits are involved in language control and domain-general cognitive control. PMID:25901448

  12. Effects of Embedded and Direct Language Strategies on Prekindergarten Students' Cognitive and Social Emotional Development

    ERIC Educational Resources Information Center

    Dominy, Matthew L.

    2012-01-01

    The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood…

  13. The role of domain-general cognitive control in language comprehension

    PubMed Central

    Fedorenko, Evelina

    2014-01-01

    What role does domain-general cognitive control play in understanding linguistic input? Although much evidence has suggested that domain-general cognitive control and working memory resources are sometimes recruited during language comprehension, many aspects of this relationship remain elusive. For example, how frequently do cognitive control mechanisms get engaged when we understand language? And is this engagement necessary for successful comprehension? I here (a) review recent brain imaging evidence for the neural separability of the brain regions that support high-level linguistic processing vs. those that support domain-general cognitive control abilities; (b) define the space of possibilities for the relationship between these sets of brain regions; and (c) review the available evidence that constrains these possibilities to some extent. I argue that we should stop asking whether domain-general cognitive control mechanisms play a role in language comprehension, and instead focus on characterizing the division of labor between the cognitive control brain regions and the more functionally specialized language regions. PMID:24803909

  14. On Quantitative Comparative Research in Communication and Language Evolution

    PubMed Central

    Oller, D. Kimbrough; Griebel, Ulrike

    2014-01-01

    Quantitative comparison of human language and natural animal communication requires improved conceptualizations. We argue that an infrastructural approach to development and evolution incorporating an extended interpretation of the distinctions among illocution, perlocution, and meaning (Austin 1962; Oller and Griebel 2008) can help place the issues relevant to quantitative comparison in perspective. The approach can illuminate the controversy revolving around the notion of functional referentiality as applied to alarm calls, for example in the vervet monkey. We argue that referentiality offers a poor point of quantitative comparison across language and animal communication in the wild. Evidence shows that even newborn human cry could be deemed to show functional referentiality according to the criteria typically invoked by advocates of referentiality in animal communication. Exploring the essence of the idea of illocution, we illustrate an important realm of commonality among animal communication systems and human language, a commonality that opens the door to more productive, quantifiable comparisons. Finally, we delineate two examples of infrastructural communicative capabilities that should be particularly amenable to direct quantitative comparison across humans and our closest relatives. PMID:25285057

  15. Cognitive Adequacy in Structural-Functional Theories of Language

    ERIC Educational Resources Information Center

    Butler, Christopher S.

    2008-01-01

    This paper discusses the role played by cognition in three linguistic theories which may be labelled as "structural-functional": Functional (Discourse) Grammar, Role and Reference Grammar and Systemic Functional Grammar. It argues that if we are to achieve true cognitive adequacy, we must go well beyond the grammar itself to include the processes…

  16. Building Blocks of Fetal Cognition: Emotion and Language

    ERIC Educational Resources Information Center

    Huotilainen, Minna

    2010-01-01

    Magnetoencephalography (MEG) can be effectively used to record fetal and neonatal cognitive abilities/functions by recording completely non-invasively the magnetic fields produced by the active neurons in the brain. During the last trimester and the first months of life, the cognitive capabilities related to emotion recognition and language…

  17. Apes, Wolves, Birds, and Humans: Toward a Comparative Foundation for a Functional Theory of Language Evolution

    ERIC Educational Resources Information Center

    Hill, Jane H.

    1977-01-01

    This article reviews the possibilities that a comparative, functionally oriented view of communication evolution offers to a linguist interested in the evolution of human languages and suggests a wide variety of areas which might be further investigated with profit. (CFM)

  18. Reading Authentic Texts in a Foreign Language: A Cognitive Model.

    ERIC Educational Resources Information Center

    Swaffar, Janet K.

    1985-01-01

    Suggests there is a need for a new teaching model which will enable second-language students to integrate the formal, cultural, and informational features of the language on which competency is based. This model should be based on the use of authentic texts which reflect the values of the foreign population. (SED)

  19. Language Disabilities in Adolescents: A Question of Cognitive Strategies.

    ERIC Educational Resources Information Center

    Wiig, Elisabeth

    1984-01-01

    Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

  20. Cognitive Correlates of Vocabulary Growth in English Language Learners

    ERIC Educational Resources Information Center

    Farnia, Fataneh; Geva, Esther

    2011-01-01

    This study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6. The concurrent and longitudinal relationships between phonological awareness and phonological short-term memory and vocabulary were examined. ELLs underperformed…

  1. Life history, cognition and the evolution of complex foraging niches.

    PubMed

    Schuppli, Caroline; Graber, Sereina M; Isler, Karin; van Schaik, Carel P

    2016-03-01

    Animal species that live in complex foraging niches have, in general, improved access to energy-rich and seasonally stable food sources. Because human food procurement is uniquely complex, we ask here which conditions may have allowed species to evolve into such complex foraging niches, and also how niche complexity is related to relative brain size. To do so, we divided niche complexity into a knowledge-learning and a motor-learning dimension. Using a sample of 78 primate and 65 carnivoran species, we found that two life-history features are consistently correlated with complex niches: slow, conservative development or provisioning of offspring over extended periods of time. Both act to buffer low energy yields during periods of learning, and may thus act as limiting factors for the evolution of complex niches. Our results further showed that the knowledge and motor dimensions of niche complexity were correlated with pace of development in primates only, and with the length of provisioning in only carnivorans. Accordingly, in primates, but not carnivorans, living in a complex foraging niche requires enhanced cognitive abilities, i.e., a large brain. The patterns in these two groups of mammals show that selection favors evolution into complex niches (in either the knowledge or motor dimension) in species that either develop more slowly or provision their young for an extended period of time. These findings help to explain how humans constructed by far the most complex niche: our ancestors managed to combine slow development (as in other primates) with systematic provisioning of immatures and even adults (as in carnivorans). This study also provides strong support for the importance of ecological factors in brain size evolution. PMID:26989019

  2. Developing embodied cognition: insights from children’s concepts and language processing

    PubMed Central

    Wellsby, Michele; Pexman, Penny M.

    2014-01-01

    Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children's embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition. PMID:24904513

  3. Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland

    ERIC Educational Resources Information Center

    Jappinen, Aini-Kristiina

    2005-01-01

    This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…

  4. Second language lexical development and cognitive control: A longitudinal fMRI study.

    PubMed

    Grant, Angela M; Fang, Shin-Yi; Li, Ping

    2015-05-01

    In this paper we report a longitudinal functional magnetic resonance imaging (fMRI) study that tested contrasting predictions about the time course of cognitive control in second language (L2) acquisition. We examined the neural correlates of lexical processing in L2 learners twice over the course of one academic year. Specifically, while in the scanner, participants were asked to judge the language membership of unambiguous first and second language words, as well as interlingual homographs. Our ROI and connectivity analyses reveal that with increased exposure to the L2, overall activation in control areas such as the anterior cingulate cortex decrease while connectivity with semantic processing regions such as the middle temporal gyrus increase. These results suggest that cognitive control is more important initially in L2 acquisition, and have significant implications for understanding developmental and neurocognitive models of second language lexical processing. PMID:25899988

  5. The Cognitive Development of Young Dual Language Learners: A Critical Review

    PubMed Central

    Barac, Raluca; Bialystok, Ellen; Castro, Dina C.; Sanchez, Marta

    2014-01-01

    Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations. PMID:25284958

  6. Social cognition in developmental language disorders and high-level autism.

    PubMed

    Shields, J; Varley, R; Broks, P; Simpson, A

    1996-06-01

    Two groups of children with contrasting types of developmental language disorder (phonologic-syntactic and semantic-pragmatic) were compared with a group of children with high-level autism and with a control group of normal children on tests of social cognition (theory of mind; social comprehension; and detection of eye direction). The similarly poor performances of the semantic-pragmatic group and the autistic group suggest that semantic-pragmatic language disorder lies on the autistic spectrum. PMID:8647328

  7. Speed of Word Recognition and Vocabulary Knowledge in Infancy Predict Cognitive and Language Outcomes in Later Childhood

    ERIC Educational Resources Information Center

    Marchman, Virginia A.; Fernald, Anne

    2008-01-01

    The nature of predictive relations between early language and later cognitive function is a fundamental question in research on human cognition. In a longitudinal study assessing speed of language processing in infancy, Fernald, Perfors and Marchman (2006 ) found that reaction time at 25 months was strongly related to lexical and grammatical…

  8. Teacher Language Awareness and Cognitive Linguistics (CL): Building a CL-Inspired Perspective on Teaching Lexis in EFL Student Teachers

    ERIC Educational Resources Information Center

    Giebler, Ralf

    2012-01-01

    It has been suggested recently that it may be useful for language teaching practitioners to have some knowledge of cognitive linguistics. Cognitive linguistics (CL) provides tools that may help the language-teaching practitioner to gain insight into the semantic potential of words and communicate the meaning of lexical chunks in greater detail…

  9. Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Fulton, Mandy L.; D'Entremont, Barbara

    2013-01-01

    The Psychoeducational Profile-3's (PEP-3) ability to estimate cognitive and language skills of 136 children (20-75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were…

  10. An Analysis of the Relationships between Test Takers' Cognitive and Metacognitive Strategy Use and Second Language Test Performance.

    ERIC Educational Resources Information Center

    Purpura, James Enos

    1997-01-01

    Investigates the relationship between test takers' strategy and their performance on second-language tests (SLTP) comprising an 80-item Cognitive and Metacognitive Strategy Questionnaire and a 70-item standardized language test. Results explain SLTP by grammar and reading ability; cognitive processing by comprehending, storing, and retrieval…

  11. The Effects of Early Neglect on Cognitive, Language, and Behavioral Functioning in Childhood

    PubMed Central

    Spratt, Eve G.; Friedenberg, Samantha L.; Swenson, Cynthia C.; LaRosa, Angela; De Bellis, Michael D.; Macias, Michelle M.; Summer, Andrea P.; Hulsey, Thomas C.; Runyan, Des K.; Brady, Kathleen T.

    2013-01-01

    Objectives Few studies have explored the impact of different types of neglect on children’s development. Measures of cognition, language, behavior, and parenting stress were used to explore differences between children experiencing various forms of neglect, as well as to compare children with and without a history of early neglect. Methods Children, ages 3 to 10 years with a history of familial neglect (USN), were compared to children with a history of institutional rearing (IA) and children without a history of neglect using the Differential Abilities Scale, Test of Early Language Development, Child Behavior Checklist, and Parenting Stress Index. Factors predicting child functioning were also explored. Results Compared with youth that were not neglected, children with a history of USN and IA demonstrated lower cognitive and language scores and more behavioral problems. Both internalizing and externalizing behavior problems were most common in the USN group. Externalizing behavior problems predicted parenting stress. Higher IQ could be predicted by language scores and an absence of externalizing behavior problems. When comparing the two neglect groups, shorter time spent in a stable environment, lower scores on language skills, and the presence of externalizing behavior predicted lower IQ. Conclusion These findings emphasize the importance of early stable, permanent placement of children who have been in neglectful and pre-adoptive international settings. While an enriching environment may promote resilience, children who have experienced early neglect are vulnerable to cognitive, language and behavioral deficits and neurodevelopmental and behavioral evaluations are required to identify those in need of intervention. PMID:23678396

  12. Good-enough linguistic representations and online cognitive equilibrium in language processing.

    PubMed

    Karimi, Hossein; Ferreira, Fernanda

    2016-05-01

    We review previous research showing that representations formed during language processing are sometimes just "good enough" for the task at hand and propose the "online cognitive equilibrium" hypothesis as the driving force behind the formation of good-enough representations in language processing. Based on this view, we assume that the language comprehension system by default prefers to achieve as early as possible and remain as long as possible in a state of cognitive equilibrium where linguistic representations are successfully incorporated with existing knowledge structures (i.e., schemata) so that a meaningful and coherent overall representation is formed, and uncertainty is resolved or at least minimized. We also argue that the online equilibrium hypothesis is consistent with current theories of language processing, which maintain that linguistic representations are formed through a complex interplay between simple heuristics and deep syntactic algorithms and also theories that hold that linguistic representations are often incomplete and lacking in detail. We also propose a model of language processing that makes use of both heuristic and algorithmic processing, is sensitive to online cognitive equilibrium, and, we argue, is capable of explaining the formation of underspecified representations. We review previous findings providing evidence for underspecification in relation to this hypothesis and the associated language processing model and argue that most of these findings are compatible with them. PMID:26103207

  13. Cognitive and linguistic profiles of specific language impairment and semantic-pragmatic disorder in bilinguals.

    PubMed

    Jordaan, H; Shaw-Ridley, G; Serfontein, J; Orelowitz, K; Monaghan, N

    2001-01-01

    This study explored the notion that the extent to which language-impaired children can become bilingual depends on the type of language impairment. Single-case studies were conducted on two 7-year-old bilingual children, who had both been exposed to English and Afrikaans consistently and regularly from an early age. The subjects presented with specific language impairment (SLI) and semantic-pragmatic disorder (SPD), respectively. They were assessed on a battery of cognitive and linguistic tests in both their languages. Results indicate that the SLI subject, who presented with a deficit in successive processing on the Cognitive Assessment System, had difficulty in acquiring the surface features of both languages. She developed much better proficiency in English than in Afrikaans, despite substantial exposure to the latter. The SPD subject, whose cognitive profile was characterised by planning and attention deficits, but a strength in successive processing, presented with equal proficiency in both languages. The theoretical and clinical implications of this research are discussed. PMID:11316942

  14. Spatial Frames of Reference in Traditional Negev Arabic: Language-to-Cognition Correlation.

    PubMed

    Cerqueglini, Letizia

    2015-09-01

    Linguistic and cognitive tasks on spatial Frames of Reference (FoRs) in Traditional Negev Arabic (TNA) show that TNA is a referentially promiscuous language, using Intrinsic, Relative and Absolute FoRs. FoRs are selected in context according to culture-specific features of the ground (G). TNA speakers exclusively use the Absolute FoR in cognitive tasks, similarly to Mesoamerican languages (Bohnemeyer et al. in Proceedings of the 36th Annual Conference of the Cognitive Science Society, Austin, 2014). Absolute FoR in TNA is anchored on the four cardinal directions. Nevertheless, in TNA and in other varieties of Nomadic Arabic, geocentric sub-types of the Absolute FoR are also observable. Indeed, as in other Absolute-framing systems worldwide, different anchoring strategies (geocentric and astronomic) tend to coexist. I define their coexistence "Absolute Referential Modularity" (ARM). ARM appears in TNA in cognitive referential tasks and in some lexical items, not in linguistic tasks (as elaborated by Levinson et al. in Space stimuli kit 1.2: November 1992. Max Planck Institute for Psycholinguistics, Nijmegen, pp 7-14, 1992). Cardinal directions across Nomadic Arabic varieties show great cultural salience. They are associated with concrete geographical elements and encode topological relations: east-west axis encodes the mountain-sea opposition, beside many symbolic meanings, and encodes the oppositions Up/Down and Inside (familiar)/Outside (foreign). The detection of cognitive and linguistic Absolute referential practices-characterized by Modularity-and the cultural salience of cardinal directions within the whole Nomadic Arabic linguistic group, support the bias for Absolute cognition in promiscuous systems and its antecedence with respect to later linguistic referential strategies (Bohnemeyer et al. 2014). TNA linguistic promiscuity represents an innovation with respect to the cognitive concepts and demonstrates that language first generates semantic structures

  15. Evolution of brain and culture: the neurological and cognitive journey from Australopithecus to Albert Einstein.

    PubMed

    Falk, Dean

    2016-06-20

    Fossil and comparative primatological evidence suggest that alterations in the development of prehistoric hominin infants kindled three consecutive evolutionary-developmental (evo-devo) trends that, ultimately, paved the way for the evolution of the human brain and cognition. In the earliest trend, infants' development of posture and locomotion became delayed because of anatomical changes that accompanied the prolonged evolution of bipedalism. Because modern humans have inherited these changes, our babies are much slower than other primates to reach developmental milestones such as standing, crawling, and walking. The delay in ancestral babies' physical development eventually precipitated an evolutionary reversal in which they became increasing unable to cling independently to their mothers. For the first time in prehistory, babies were, thus, periodically deprived of direct physical contact with their mothers. This prompted the emergence of a second evo-devo trend in which infants sought contact comfort from caregivers using evolved signals, including new ways of crying that are conserved in modern babies. Such signaling stimulated intense reciprocal interactions between prehistoric mothers and infants that seeded the eventual emergence of motherese and, subsequently, protolanguage. The third trend was for an extreme acceleration in brain growth that began prior to the last trimester of gestation and continued through infants' first postnatal year (early "brain spurt"). Conservation of this trend in modern babies explains why human brains reach adult sizes that are over three times those of chimpanzees. The fossil record of hominin cranial capacities together with comparative neuroanatomical data suggest that, around 3 million years ago, early brain spurts began to facilitate an evolutionary trajectory for increasingly large adult brains in association with neurological reorganization. The prehistoric increase in brain size eventually caused parturition to become

  16. Cognitive Predictors of Language Development in Children with Specific Language Impairment (SLI)

    ERIC Educational Resources Information Center

    van Daal, John; Verhoeven, Ludo; van Balkom, Hans

    2009-01-01

    Background: Language development is generally viewed as a multifactorial process. There are increasing indications that this similarly holds for the problematic language development process. Aims: A population of 97 young Dutch children with specific language impairment (SLI) was followed over a 2-year period to provide additional evidence for the…

  17. Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood.

    PubMed

    Marchman, Virginia A; Fernald, Anne

    2008-05-01

    The nature of predictive relations between early language and later cognitive function is a fundamental question in research on human cognition. In a longitudinal study assessing speed of language processing in infancy, Fernald, Perfors and Marchman (2006) found that reaction time at 25 months was strongly related to lexical and grammatical development over the second year. In this follow-up study, children originally tested as infants were assessed at 8 years on standardized tests of language, cognition, and working memory. Speed of spoken word recognition and vocabulary size at 25 months each accounted for unique variance in linguistic and cognitive skills at 8 years, effects that were attributable to strong relations between both infancy measures and working memory. These findings suggest that processing speed and early language skills are fundamental to intellectual functioning, and that language development is guided by learning and representational principles shared across cognitive and linguistic domains. PMID:18466367

  18. On the nature and evolution of the neural bases of human language

    NASA Technical Reports Server (NTRS)

    Lieberman, Philip

    2002-01-01

    the brains of human beings and other species provides insight into the evolution of the brain bases of human language. The neural substrate that regulated motor control in the common ancestor of apes and humans most likely was modified to enhance cognitive and linguistic ability. Speech communication played a central role in this process. However, the process that ultimately resulted in the human brain may have started when our earliest hominid ancestors began to walk.

  19. Race, language, and mental evolution in Darwin's descent of man.

    PubMed

    Alter, Stephen G

    2007-01-01

    Charles Darwin was notoriously ambiguous in his remarks about the relationship between human evolution and biological race. He stressed the original unity of the races, yet he also helped to popularize the notion of a racial hierarchy filling the gaps between the highest anthropoids and civilized Europeans. A focus on Darwin's explanation of how humans initially evolved, however, shows that he mainly stressed not hierarchy but a version of humanity's original mental unity. In his book The Descent of Man, Darwin emphasized a substantial degree of mental development (including the incipient use of language) in the early, monogenetic phase of human evolution. This development, he argued, necessarily came before primeval man's numerical increase, geographic dispersion, and racial diversification, because only thus could one explain how that group was able to spread at the expense of rival ape-like populations. This scenario stood opposed to a new evolutionary polygenism formulated in the wake of Darwin's Origin of Species by his ostensible supporters Alfred Russel Wallace and Ernst Haeckel. Darwin judged this outlook inadequate to the task of explaining humanity's emergence. PMID:17623873

  20. New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention

    PubMed Central

    Goldin-Meadow, Susan; Levine, Susan C.; Hedges, Larry V.; Huttenlocher, Janellen; Raudenbush, Stephen W.; Small, Steven L.

    2014-01-01

    We review findings from a four-year longitudinal study of language learning conducted on two samples: a sample of typically developing children whose parents vary substantially in socioeconomic status, and a sample of children with pre- or perinatal brain injury. This design enables us to study language development across a wide range of language learning environments and a wide range of language learners. We videotaped samples of children's and parents' speech and gestures during spontaneous interactions at home every four months, and then we transcribed and coded the tapes. We focused on two behaviors known to vary across individuals and environments—child gesture and parent speech—behaviors that have the potential to index, and perhaps even play a role in creating, differences across children in linguistic and other cognitive skills. Our observations have led to four hypotheses that have promise for the development of diagnostic tools and interventions to enhance language and cognitive development and brain plasticity after neonatal injury. One kind of hypothesis involves tools that could identify children who may be at risk for later language deficits. The other involves interventions that have the potential to promote language development. We present our four hypotheses as a summary of the findings from our study because there is scientific evidence behind them and because this evidence has the potential to be put to practical use in improving education. PMID:24911049

  1. The Induction of Emergent Relations in Children with Severe Cognitive and Language Delays

    ERIC Educational Resources Information Center

    Howarth, Matthew

    2012-01-01

    In three experiments I sought to experimentally test a source of emergent relations defined as transitivity by Stimulus Equivalence theory or as combinatorial entailment in Relational Frame Theory. In Experiment I, the participants were 4 children diagnosed with autism who also demonstrated significant cognitive and language delays, who were…

  2. Early Predictors of Dyslexia in Chinese Children: Familial History of Dyslexia, Language Delay, and Cognitive Profiles

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Lam, Fanny; Lam, Catherine; Chan, Becky; Fong, Cathy Y. C.; Wong, Terry T. Y.; Wong, Simpson W. L.

    2011-01-01

    Background: This work tested the rates at which Chinese children with either language delay or familial history of dyslexia at age 5 manifested dyslexia at age 7, identified which cognitive skills at age 5 best distinguished children with and without dyslexia at age 7, and examined how these early abilities predicted subsequent literacy skills.…

  3. Implications of Timing of Maternal Depressive Symptoms for Early Cognitive and Language Development

    ERIC Educational Resources Information Center

    Sohr-Preston, Sara L.; Scaramella, Laura V.

    2006-01-01

    Statistically, women, particularly pregnant women and new mothers, are at heightened risk for depression. The present review describes the current state of the research linking maternal depressed mood and children's cognitive and language development. Exposure to maternal depressive symptoms, whether during the prenatal period, postpartum period,…

  4. Cognitive and Language Development in an Additive-Bilingual Program: Report after Four Observations.

    ERIC Educational Resources Information Center

    Bamford, Kathryn W.; Mizokawa, Donald T.

    The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort,…

  5. Fleeing from the Elephant: Language, Cognition and Post-Skinnerian Behavior Analytic Science

    ERIC Educational Resources Information Center

    Hayes, Steven C.

    2005-01-01

    The present set of papers show that leaders in the field of organizational behavior management are grappling with issues of human language and cognition. That is a good and necessary step for the field, but the solutions proposed are worrisome: adopting principles from non-behavioral psychology, adopting principles from introspection that have not…

  6. Infant Tests as Predictors of Cognitive and Language Development at Two Years.

    ERIC Educational Resources Information Center

    Siegel, Linda S.

    1981-01-01

    Assesses ability of infant tests to predict language and cognitive development and to detect infants at risk for developmental problems. The Bayley Mental Development Index was particularly capable of detecting infants at risk for developmental delay. The Caldwell Inventory of Home Stimulation identified home environment as a key factor in…

  7. Cognitive Load of Navigating without Vision when Guided by Virtual Sound versus Spatial Language

    ERIC Educational Resources Information Center

    Klatzky, Roberta L.; Marston, James R.; Giudice, Nicholas A.; Golledge, Reginald G.; Loomis, Jack M.

    2006-01-01

    A vibrotactile N-back task was used to generate cognitive load while participants were guided along virtual paths without vision. As participants stepped in place, they moved along a virtual path of linear segments. Information was provided en route about the direction of the next turning point, by spatial language ("left," "right," or "straight")…

  8. Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching

    ERIC Educational Resources Information Center

    Hulstijn, Jan H.; Young, Richard F.; Ortega, Lourdes; Bigelow, Martha; DeKeyser, Robert; Ellis, Nick C.; Lantolf, James P.; Mackey, Alison; Talmy, Steven

    2014-01-01

    For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find…

  9. Fantasy Play, Language and Cognitive Ability of Four-Year-Old Children in Guyana South America.

    ERIC Educational Resources Information Center

    Taharally, L. C.

    A controlled study involving 60 randomly selected 4- to 5-year-old children from Guyana (South America) assessed whether providing the opportunity for fantasy play to children in nursery schools that do not provide such opportunity would have an effect on the children's level of symbolic, language, and cognitive ability. Subjects included 20…

  10. Air Traffic Communication in a Second Language: Implications of Cognitive Factors for Training and Assessment

    ERIC Educational Resources Information Center

    Farris, Candace; Trofimovich, Pavel; Segalowitz, Norman; Gatbonton, Elizabeth

    2008-01-01

    This study investigated the effects of second language (L2) proficiency and task-induced cognitive workload on participants' speech production and retention of information in an environment designed to simulate the demands faced by pilots receiving instructions from air-traffic controllers. Three groups of 20 participants (one…

  11. Cognitive and Metacognitive Learning Strategies among Arabic Language Students

    ERIC Educational Resources Information Center

    Yusri, Ghazali; Rahimi, Nik Mohd; Shah, Parilah M.; Wah, Wan Haslina

    2013-01-01

    This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and…

  12. Gender Differences in Human Cognition. Counterpoints: Cognition, Memory, and Language Series.

    ERIC Educational Resources Information Center

    Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley; Richardson, John T. E.

    Noting the fascination of both researchers and the general public with possible gender differences in human cognition and whether these differences originate in biology, childhood influences, or cultural stereotypes, this book summarizes research studies on gender differences in cognition. The book examines social and cultural implications of this…

  13. Cognitive Contributions to Plurilithic Views of English and Other Languages

    ERIC Educational Resources Information Center

    Hall, Christopher J.

    2013-01-01

    Monolithic views of languages predominate in linguistics, applied linguistics, and everyday discourse. The World Englishes, English as a Lingua Franca, and Critical Applied Linguistics frameworks have gone some way to counter the myth, highlighting the iniquities it gives rise to for global users and learners of English. Here, I propose that…

  14. Speech, Language, and Cognition in Preschool Children with Epilepsy

    ERIC Educational Resources Information Center

    Selassie, G. Rejno-Habte; Viggedal, G.; Olsson, I.; Jennische, M.

    2008-01-01

    We studied expressive and receptive language, oral motor ability, attention, memory, and intelligence in 20 6-year-old children with epilepsy (14 females, six males; mean age 6y 5mo, range 6y-6y 11mo) without learning disability, cerebral palsy (CP), and/or autism, and in 30 reference children without epilepsy (18 females, 12 males; mean age 6y…

  15. Relation of Infant Vision to Early Cognitive and Language Status.

    ERIC Educational Resources Information Center

    Duckman, Robert; Tulloch, Deborah

    Relationships between infant visual skills and the development of object permanence and expressive language skills were examined with 31 infants in three groups: visually typical, visually atypical, and Down Syndrome. Measures used to evaluate visual status were: forced preferential looking, optokinetic nystagmus, and behavioral. Object permanence…

  16. Young Children with Specific Language Impairment and Their Numerical Cognition.

    ERIC Educational Resources Information Center

    Arvedson, Paula J.

    2002-01-01

    Enumeration and numerical reasoning levels of 19 children with specific language impairment (SLI) were compared to children matched for age and children matched for grammatical ability (GM). Children with SLI performed better than the GM group on reproduction of sets, numerosity of sets, an addition/subtraction condition, and transformation…

  17. Linguistic Evolution through Language Acquisition: Formal and Computational Models.

    ERIC Educational Resources Information Center

    Briscoe, Ted, Ed.

    This collection of papers examines how children acquire language and how this affects language change over the generations. It proceeds from the basis that it is important to address not only the language faculty per se within the framework of evolutionary theory, but also the origins and subsequent development of languages themselves, suggesting…

  18. Les contributions de la psychologie cognitive a l'enseignement strategique des langues secondes au niveau universitaire (The Contributions of Cognitive Psychology to Strategic Second Language Instruction at the University Level).

    ERIC Educational Resources Information Center

    Besnard, Christine

    1995-01-01

    Contributions of the field of cognitive psychology to second language instruction are reviewed. It is proposed that these concepts can contribute not only to classroom language instruction, but also to methodology of language teacher education. (MSE)

  19. Individual differences in spatial cognition influence mental simulation of language.

    PubMed

    Vukovic, Nikola; Williams, John N

    2015-09-01

    The factors that contribute to perceptual simulation during sentence comprehension remain underexplored. Extant research on perspective taking in language has largely focused on linguistic constraints, such as the role of pronouns in guiding perspective adoption. In the present study, we identify preferential usage of egocentric and allocentric reference frames in individuals, and test the two groups on a standard sentence-picture verification task. Across three experiments, we show that individual biases in spatial reference frame adoption observed in non-linguistic tasks influence visual simulation of perspective in language. Our findings suggest that typically reported grand-averaged effects may obscure important between-subject differences, and support proposals arguing for representational pluralism, where perceptual information is integrated dynamically and in a way that is sensitive to contextual and especially individual constraints. PMID:26036923

  20. The cultural evolution of language and brain: Comment on "Towards a Computational Comparative Neuroprimatology: Framing the language-ready brain" by Michael A. Arbib

    NASA Astrophysics Data System (ADS)

    Colagè, Ivan

    2016-03-01

    Michael A. Arbib's Mirror System Hypothesis (MSH) [1,2] is among the most elaborate attempts at disentangling the issue of language origin. I will focus on the role that cultural evolution, as distinct from biological (genetic) evolution, may have played in the emergence of "modern" human language (as contrasted with forms of proto-languages).

  1. Overlapping Networks Engaged during Spoken Language Production and Its Cognitive Control

    PubMed Central

    Wise, Richard J.S.; Mehta, Amrish; Leech, Robert

    2014-01-01

    Spoken language production is a complex brain function that relies on large-scale networks. These include domain-specific networks that mediate language-specific processes, as well as domain-general networks mediating top-down and bottom-up attentional control. Language control is thought to involve a left-lateralized fronto-temporal-parietal (FTP) system. However, these regions do not always activate for language tasks and similar regions have been implicated in nonlinguistic cognitive processes. These inconsistent findings suggest that either the left FTP is involved in multidomain cognitive control or that there are multiple spatially overlapping FTP systems. We present evidence from an fMRI study using multivariate analysis to identify spatiotemporal networks involved in spoken language production in humans. We compared spoken language production (Speech) with multiple baselines, counting (Count), nonverbal decision (Decision), and “rest,” to pull apart the multiple partially overlapping networks that are involved in speech production. A left-lateralized FTP network was activated during Speech and deactivated during Count and nonverbal Decision trials, implicating it in cognitive control specific to sentential spoken language production. A mirror right-lateralized FTP network was activated in the Count and Decision trials, but not Speech. Importantly, a second overlapping left FTP network showed relative deactivation in Speech. These three networks, with distinct time courses, overlapped in the left parietal lobe. Contrary to the standard model of the left FTP as being dominant for speech, we revealed a more complex pattern within the left FTP, including at least two left FTP networks with competing functional roles, only one of which was activated in speech production. PMID:24966373

  2. One Language, Two Number-Word Systems and Many Problems: Numerical Cognition in the Czech Language

    ERIC Educational Resources Information Center

    Pixner, S.; Zuber, J.; Hermanova, V.; Kaufmann, L.; Nuerk, H.-C.; Moeller, K.

    2011-01-01

    Comparing numerical performance between different languages does not only mean comparing different number-word systems, but also implies a comparison of differences regarding culture or educational systems. The Czech language provides the remarkable opportunity to disentangle this confound as there exist two different number-word systems within…

  3. Spatial Language Facilitates Spatial Cognition: Evidence from Children Who Lack Language Input

    ERIC Educational Resources Information Center

    Gentner, Dedre; Ozyurek, Asli; Gurcanli, Ozge; Goldin-Meadow, Susan

    2013-01-01

    Does spatial language influence how people think about space? To address this question, we observed children who did not know a conventional language, and tested their performance on nonlinguistic spatial tasks. We studied deaf children living in Istanbul whose hearing losses prevented them from acquiring speech and whose hearing parents had not…

  4. When Language of Instruction and Language of Application Differ: Cognitive Costs of Bilingual Mathematics Learning

    ERIC Educational Resources Information Center

    Saalbach, Henrik; Eckstein, Doris; Andri, Nicoletta; Hobi, Reto; Grabner, Roland H.

    2013-01-01

    Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine…

  5. Language, Executive Function and Social Cognition in the Diagnosis of Frontotemporal Dementia Syndromes

    PubMed Central

    Harciarek, Michał; Cosentino, Stephanie

    2015-01-01

    Frontotemporal dementia (FTD) represents a spectrum of non-Alzheimer’s degenerative conditions associated with focal atrophy of the frontal and/or temporal lobes. Frontal and temporal regions of the brain have been shown to be strongly involved in executive function, social cognition and language processing and, thus, deficits in these domains are frequently seen in patients with FTD or may even be hallmarks of a specific FTD subtype ( i.e., relatively selective and progressive language impairment in primary progressive aphasia). In this review, we have attempted to delineate how language, executive function, and social cognition may contribute to the diagnosis of FTD syndromes, namely the behavioral variant FTD as well as the language variants of FTD including the three subtypes of primary progressive aphasia (PPA): non-fluent/agrammatic, semantic, and logopenic. This review also addresses the extent to which deficits in these cognitive areas contribute to the differential diagnosis of FTD versus AD. Finally, early clinical determinants of pathology are briefly discussed and contemporary challenges to the diagnosis of FTD are presented. PMID:23611348

  6. Can you say it another way? Cognitive factors in bilingual children’s pragmatic language skills

    PubMed Central

    Tare, Medha; Gelman, Susan A.

    2010-01-01

    Pragmatic differentiation in bilinguals is the ability to use two languages appropriately with different speakers. Although some sensitivity emerges by 2 years, the effect of context on these skills and their relation to other developing metacognitive capacities have not been examined. The current study compared the language use of 28 bilingual children (2;7 to 3;10 and 4;1 to 4;11) across two tasks. All children were bilingual in English and Marathi, an Indian language. Theory-of-mind measures were included to assess whether developing cognitive capacities relate to pragmatic language ability. Results indicated that pragmatic differentiation is not an all-or-none ability, but one which develops over the preschool years and varies based on the conversational context. This development is also related to metacognitive abilities which emerge during this time. PMID:20607130

  7. Cognitive Effects of Bilingualism: Digging Deeper for the Contributions of Language Dominance, Linguistic Knowledge, Socio-Economic Status and Cognitive Abilities

    ERIC Educational Resources Information Center

    Mueller Gathercole, Virginia C.; Thomas, Enlli Mon; Jones, Leah; Guasch, Nestor Vinas; Young, Nia; Hughes, Emma K.

    2010-01-01

    This study explores the extent to which a bilingual advantage can be observed for executive function tasks in children of varying levels of language dominance, and examines the contributions of general cognitive knowledge, linguistic abilities, language use and socio-economic level to performance. Welsh-English bilingual and English monolingual…

  8. From Behaviourism to Cognitive Behaviourism to Cognitive Development: Steps in the Evolution of Instructional Design.

    ERIC Educational Resources Information Center

    Case, Robbie; Bereiter, Carl

    1984-01-01

    Traces history of instructional technology, including Skinner's work, Gagne's task analytic approach, and contemporary efforts associated with the cognitive revolution. It is suggested that an understanding of cognitive development improves earlier approaches by adapting them directly to students' cognitive development levels. Recent instructional…

  9. Building a bridge-an archeologist's perspective on the evolution of causal cognition.

    PubMed

    Haidle, Miriam N

    2014-01-01

    The cognitive capacities of fossil humans cannot be studied directly. Taking the evolution of causal cognition as an example this article demonstrates the use of bridging arguments from archeological finds as starting point via identification/classification, behavioral reconstructions, and cognitive interpretations to psychological models. Generally, tool use is linked to some causal understanding/agent construal as the tool broadens the subject's specific capabilities by adding new characters to its action sphere. In human evolution, the distance between the primarily perceived problem and the solution satisfying this need increased markedly: from simple causal relations to effective chaining in secondary/modular tool use, and further to the use of composite tools, complementary tool sets and notional tools. This article describes the evolution of human tool behavior from the perspective of problem-solution-distance and discusses the implications for a linked development of causal cognition. PMID:25566147

  10. Building a bridge—an archeologist's perspective on the evolution of causal cognition

    PubMed Central

    Haidle, Miriam N.

    2014-01-01

    The cognitive capacities of fossil humans cannot be studied directly. Taking the evolution of causal cognition as an example this article demonstrates the use of bridging arguments from archeological finds as starting point via identification/classification, behavioral reconstructions, and cognitive interpretations to psychological models. Generally, tool use is linked to some causal understanding/agent construal as the tool broadens the subject's specific capabilities by adding new characters to its action sphere. In human evolution, the distance between the primarily perceived problem and the solution satisfying this need increased markedly: from simple causal relations to effective chaining in secondary/modular tool use, and further to the use of composite tools, complementary tool sets and notional tools. This article describes the evolution of human tool behavior from the perspective of problem-solution-distance and discusses the implications for a linked development of causal cognition. PMID:25566147

  11. Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.03 Psychology and Second-Language Teaching: Behaviorist & Cognitive Approaches. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Hernandez, Alberto; Melnick, Susan L.

    This learning module is designed to provide the student with an introduction to the relevance of psychology for second-language teaching and its practical classroom applications and to enable him to: (a) define concisely cognitive and behaviorist theories, (b) identify the effects of the cognitive and behaviorist theories in a series of…

  12. The Evolution of Neuroimaging Research and Developmental Language Disorders.

    ERIC Educational Resources Information Center

    Lane, Angela B.; Foundas, Anne L.; Leonard, Christiana M.

    2001-01-01

    This article reviews current neuroimaging literature, including computer tomography, positron emission tomography, single photon emission spectroscopy, and magnetic resonance imaging, on individuals with developmental language disorders. The review suggests a complicated relationship between cortical morphometry and language development that is…

  13. Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism.

    PubMed

    Hellendoorn, Annika; Wijnroks, Lex; van Daalen, Emma; Dietz, Claudine; Buitelaar, Jan K; Leseman, Paul

    2015-04-01

    In order to understand typical and atypical developmental trajectories it is important to assess how strengths or weaknesses in one domain may be affecting performance in other domains. This study examined longitudinal relations between early fine motor functioning, visuospatial cognition, exploration, and language development in preschool children with ASD and children with other developmental delays/disorders. The ASD group included 63 children at T1 (Mage = 27.10 months, SD = 8.71) and 46 children at T2 (Mage = 45.85 months, SD = 7.16). The DD group consisted of 269 children at T1 (Mage = 17.99 months, SD = 5.59), and 121 children at T2 (Mag e= 43.51 months, SD = 3.81). A subgroup nested within the total sample was randomly selected and studied in-depth on exploratory behavior. This group consisted of 50 children, 21 children with ASD (Mage = 27.57, SD = 7.09) and 29 children with DD (Mage = 24.03 months, SD = 6.42). Fine motor functioning predicted language in both groups. Fine motor functioning was related to visuospatial cognition in both groups and related to object exploration, spatial exploration, and social orientation during exploration only in the ASD group. Visuospatial cognition and all exploration measures were related to both receptive and expressive language in both groups. The findings are in line with the embodied cognition theory, which suggests that cognition emerges from and is grounded in the bodily interactions of an agent with the environment. This study emphasizes the need for researchers and clinicians to consider cognition as emergent from multiple interacting systems. PMID:25635383

  14. Investigation of Pre-Service English Language Teachers' Cognitive Structures about Some Key Concepts in Approaches and Methods in Language Teaching Course through Word Association Test

    ERIC Educational Resources Information Center

    Ersanli, Ceylan Yangin

    2016-01-01

    This study aims to map the cognitive structure of pre-service English language (EL) teachers about three key concepts related to approaches and methods in language teaching so as to discover their learning process and misconceptions. The study involves both qualitative and quantitative data. The researcher administrated a Word Association Test…

  15. A Study of the Relationship between Code Switching and the Bilingual Advantage: Evidence That Language Use Modulates Neural Indices of Language Processing and Cognitive Control

    ERIC Educational Resources Information Center

    Blackburn, Angelique Michelle

    2013-01-01

    Bilinguals sometimes outperform age-matched monolinguals on non-language tasks involving cognitive control. But the bilingual advantage is not consistently found in every experiment and may reflect specific attributes of the bilinguals tested. The goal of this dissertation was to determine if the way in which bilinguals use language, specifically…

  16. Language Evolution by Iterated Learning with Bayesian Agents

    ERIC Educational Resources Information Center

    Griffiths, Thomas L.; Kalish, Michael L.

    2007-01-01

    Languages are transmitted from person to person and generation to generation via a process of iterated learning: people learn a language from other people who once learned that language themselves. We analyze the consequences of iterated learning for learning algorithms based on the principles of Bayesian inference, assuming that learners compute…

  17. Pro and con: Internal speech and the evolution of complex language.

    PubMed

    Behme, Christina

    2016-01-01

    The target article by Christiansen & Chater (C&C) offers an integrated framework for the study of language acquisition and, possibly, a novel role for internal speech in language acquisition. However, the "Now-or-Never bottleneck" raises a paradox for language evolution. It seems to imply that language complexity has been either reduced over time or has remained the same. How, then, could languages as complex as ours have evolved in prelinguistic ancestors? Linguistic Platonism could offer a solution to this paradox. PMID:27562186

  18. CANTAB object recognition and language tests to detect aging cognitive decline: an exploratory comparative study

    PubMed Central

    Cabral Soares, Fernanda; de Oliveira, Thaís Cristina Galdino; de Macedo, Liliane Dias e Dias; Tomás, Alessandra Mendonça; Picanço-Diniz, Domingos Luiz Wanderley; Bento-Torres, João; Bento-Torres, Natáli Valim Oliver; Picanço-Diniz, Cristovam Wanderley

    2015-01-01

    Objective The recognition of the limits between normal and pathological aging is essential to start preventive actions. The aim of this paper is to compare the Cambridge Neuropsychological Test Automated Battery (CANTAB) and language tests to distinguish subtle differences in cognitive performances in two different age groups, namely young adults and elderly cognitively normal subjects. Method We selected 29 young adults (29.9±1.06 years) and 31 older adults (74.1±1.15 years) matched by educational level (years of schooling). All subjects underwent a general assessment and a battery of neuropsychological tests, including the Mini Mental State Examination, visuospatial learning, and memory tasks from CANTAB and language tests. Cluster and discriminant analysis were applied to all neuropsychological test results to distinguish possible subgroups inside each age group. Results Significant differences in the performance of aged and young adults were detected in both language and visuospatial memory tests. Intragroup cluster and discriminant analysis revealed that CANTAB, as compared to language tests, was able to detect subtle but significant differences between the subjects. Conclusion Based on these findings, we concluded that, as compared to language tests, large-scale application of automated visuospatial tests to assess learning and memory might increase our ability to discern the limits between normal and pathological aging. PMID:25565785

  19. Cognitive assessment of refugee children: Effects of trauma and new language acquisition.

    PubMed

    Kaplan, Ida; Stolk, Yvonne; Valibhoy, Madeleine; Tucker, Alan; Baker, Judy

    2016-02-01

    Each year, approximately 60,000 children of refugee background are resettled in Western countries. This paper reviews the effects of the refugee experience on cognitive functioning. The distinctive influences for these children include exposure to traumatic events and the need to acquire a new language, factors that need to be considered to avoid overdiagnosis of learning disorders and inappropriate educational placements. Prearrival trauma, psychological sequelae of traumatic events, developmental impact of trauma, and the quality of family functioning have been found to influence cognitive functioning, learning, and academic performance. In addition, the refugee child may be semiproficient in several languages, but proficient in none, whilst also trying to learn a new language. The influence that the child's limited English proficiency, literacy, and school experience may have on academic and test performance is demonstrated by drawing on the research on refugees' English language acquisition, as well as the more extensive literature on bilingual English language learners. Implications for interventions are drawn at the level of government policy, schools, and the individual. The paper concludes with the observation that there is a major need for longitudinal research on refugee children's learning and academic performance and on interventions that will close the academic gap, thereby enabling refugee children to reach their educational potential. PMID:26563891

  20. Modeling the emergence of language as an embodied collective cognitive activity.

    PubMed

    Hutchins, Edwin; Johnson, Christine M

    2009-07-01

    Two decades of attempts to model the emergence of language as a collective cognitive activity have demonstrated a number of principles that might have been part of the historical process that led to language. Several models have demonstrated the emergence of structure in a symbolic medium, but none has demonstrated the emergence of the capacity for symbolic representation. The current shift in cognitive science toward theoretical frameworks based on embodiment is already furnishing computational models with additional mechanisms relevant to the emergence of symbolic language. An analysis of embodied interaction among captive, but not human-enculturated, bonobo chimpanzees reveals a number of additional features of embodiment that are relevant to the emergence of symbolic language, but that have not yet been explored in computational simulation models; for example, complementarity of action in addition to imitation, iconic in addition to indexical gesture, coordination among multiple sensory and perceptual modalities, and the orchestration of intra- and inter-individual motor coordination. The bonobos provide an evolutionarily plausible intermediate stage in the development of symbolic expression that can inform efforts to model the emergence of symbolic language. PMID:25164999

  1. Hominin cognitive evolution: identifying patterns and processes in the fossil and archaeological record

    PubMed Central

    Shultz, Susanne; Nelson, Emma; Dunbar, Robin I. M.

    2012-01-01

    As only limited insight into behaviour is available from the archaeological record, much of our understanding of historical changes in human cognition is restricted to identifying changes in brain size and architecture. Using both absolute and residual brain size estimates, we show that hominin brain evolution was likely to be the result of a mix of processes; punctuated changes at approximately 100 kya, 1 Mya and 1.8 Mya are supplemented by gradual within-lineage changes in Homo erectus and Homo sapiens sensu lato. While brain size increase in Homo in Africa is a gradual process, migration of hominins into Eurasia is associated with step changes at approximately 400 kya and approximately 100 kya. We then demonstrate that periods of rapid change in hominin brain size are not temporally associated with changes in environmental unpredictability or with long-term palaeoclimate trends. Thus, we argue that commonly used global sea level or Indian Ocean dust palaeoclimate records provide little evidence for either the variability selection or aridity hypotheses explaining changes in hominin brain size. Brain size change at approximately 100 kya is coincident with demographic change and the appearance of fully modern language. However, gaps remain in our understanding of the external pressures driving encephalization, which will only be filled by novel applications of the fossil, palaeoclimatic and archaeological records. PMID:22734056

  2. The evolution of behaviour therapy and cognitive behaviour therapy.

    PubMed

    Rachman, S

    2015-01-01

    The historical background of the development of behaviour therapy is described. It was based on the prevailing behaviourist psychology and constituted a fundamentally different approach to the causes and treatment of psychological disorders. It had a cold reception and the idea of treating the behaviour of neurotic and other patients was regarded as absurd. The opposition of the medical profession and psychoanalysts is explained. Parallel but different forms of behaviour therapy developed in the US and UK. The infusion of cognitive concepts and procedures generated a merger of behaviour therapy and cognitive therapy, cognitive behaviour therapy (CBT). The strengths and limitations of the early and current approaches are evaluated. PMID:25462876

  3. A simulation study exploring the role of cultural transmission in language evolution

    NASA Astrophysics Data System (ADS)

    Gong, Tao; Minett, James W.; Wang, William S.-Y.

    2010-03-01

    This paper proposes a language acquisition framework that includes both intra-generational transmission among children and inter-generational transmission between adults and children. A multi-agent computational model that adopts this framework is designed to evaluate the relative roles of these forms of cultural transmission in language evolution. It is shown that intra-generational transmission helps accelerate the convergence of linguistic knowledge and introduce changes in the communal language, while inter-generational transmission helps preserve an initial language to a certain extent. Due to conventionalisation during transmission, both forms of transmission collectively achieve a dynamic equilibrium of language evolution: On short time-scales, good understandability is maintained among individuals across generations; in the long run, language change is inevitable.

  4. Thinking outside the cortex: social motivation in the evolution and development of language.

    PubMed

    Syal, Supriya; Finlay, Barbara L

    2011-03-01

    Alteration of the organization of social and motivational neuroanatomical circuitry must have been an essential step in the evolution of human language. Development of vocal communication across species, particularly birdsong, and new research on the neural organization and evolution of social and motivational circuitry, together suggest that human language is the result of an obligatory link of a powerful cortico-striatal learning system, and subcortical socio-motivational circuitry. PMID:22213910

  5. Decoding the molecular evolution of human cognition using comparative genomics

    PubMed Central

    Usui, Noriyoshi; Co, Marissa; Konopka, Genevieve

    2014-01-01

    Identification of genetic and molecular factors responsible for the specialized cognitive abilities of humans is expected to provide important insights into the mechanisms responsible for disorders of cognition such as autism, schizophrenia, and Alzheimer’s disease. Here, we discuss the use of comparative genomics for identifying salient genes and gene networks that may underlie cognition. We focus on the comparison of human and non-human primate brain gene expression and the utility of building gene co-expression networks for prioritizing hundreds of genes that differ in expression among the species queried. We also discuss the importance and methods for functional studies of individual genes identified. Together, this integration of comparative genomics with cellular and animal models should provide improved systems for developing effective therapeutics for disorders of cognition. PMID:25247723

  6. Self-locomotion and spatial language and spatial cognition: insights from typical and atypical development

    PubMed Central

    Oudgenoeg-Paz, Ora; Rivière, James

    2014-01-01

    Various studies have shown that occurrence of locomotion in infancy is correlated with the development of spatial cognitive competencies. Recent evidence suggests that locomotor experience might also be important for the development of spatial language. Together these findings suggest that locomotor experience might play a crucial role in the development of linguistic-cognitive spatial skills. However, some studies indicate that, despite their total deprivation of locomotor experience, young children with spinal muscular atrophy (SMA) have the capacity to acquire and use rich spatial representations including good spatial language. Nonetheless, we have to be cautious about what the striking performances displayed by SMA children can reveal on the link between motor and spatial development, as the dynamics of brain development in atypically developing children are different from typically developing children. PMID:24917836

  7. The English Language Curriculum for Senior Secondary School in China: Its Evolution from 1949

    ERIC Educational Resources Information Center

    Wang, Wenfeng; Lam, Agnes S. L.

    2009-01-01

    This article traces the evolution of the English language curriculum for senior secondary school in China from 1949 against the background of national developments in China. The latest English language curriculum (2003) is then introduced and discussed in comparison with the 1993 syllabus. The comparison suggests that the 2003 curriculum…

  8. Novel methodology to examine cognitive and experiential factors in language development: combining eye-tracking and LENA technology

    PubMed Central

    Odean, Rosalie; Nazareth, Alina; Pruden, Shannon M.

    2015-01-01

    Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time (Overton, 2013a). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the efficiency and appropriateness of combining eye-tracking technology and the LENA (Language Environment Analysis) system, an automated language analysis tool, in an effort to explore the relation between language processing in early development, and external dynamic influences like parent and educator language input in the home and school environments. Eye-tracking allows us to study language processing via eye movement analysis; these eye movements have been linked to both conscious and unconscious cognitive processing, and thus provide one means of evaluating cognitive processes underlying language development that does not require the use of subjective parent reports or checklists. The LENA system, on the other hand, provides automated language output that describes a child’s language-rich environment. In combination, these technologies provide critical information not only about a child’s language processing abilities but also about the complexity of the child’s language environment. Thus, when used in conjunction these technologies allow researchers to explore the nature of interacting systems involved in language development. PMID:26379591

  9. Morphological features of the neonatal brain support development of subsequent cognitive, language, and motor abilities

    PubMed Central

    Spann, Marisa N.; Bansal, Ravi; Rosen, Tove S.; Peterson, Bradley S.

    2014-01-01

    Knowledge of the role of brain maturation in the development of cognitive abilities derives primarily from studies of school-age children to adults. Little is known about the morphological features of the neonatal brain that support the subsequent development of abilities in early childhood, when maturation of the brain and these abilities are the most dynamic. The goal of our study was to determine whether brain morphology during the neonatal period supports early cognitive development through two years of age. We correlated morphological features of the cerebral surface assessed using deformation-based measures (surface distances) of high-resolution MRI scans for 33 healthy neonates, scanned between the first to sixth week of postmenstrual life, with subsequent measures of their motor, language, and cognitive abilities at ages 6, 12, 18, and 24 months. We found that morphological features of the cerebral surface of the frontal, mesial prefrontal, temporal, and occipital regions correlated with subsequent motor scores, posterior parietal regions correlated with subsequent language scores, and temporal and occipital regions correlated with subsequent cognitive scores. Measures of the anterior and middle portions of the cingulate gyrus correlated with scores across all three domains of ability. Most of the significant findings were inverse correlations located bilaterally in the brain. The inverse correlations may suggest either that a more protracted morphological maturation or smaller local volumes of neonatal brain tissue supports better performance on measures of subsequent motor, language, and cognitive abilities throughout the first two years of postnatal life. The correlations of morphological measures of the cingulate with measures of performance across all domains of ability suggest that the cingulate supports a broad range of skills in infancy and early childhood, similar to its functions in older children and adults. PMID:24615961

  10. Developmental Trajectories in Siblings of Children with Autism: Cognition and Language from 4 Months to 7 Years

    ERIC Educational Resources Information Center

    Gamliel, Ifat; Yirmiya, Nurit; Jaffe, Dena H.; Manor, Orly; Sigman, Marian

    2009-01-01

    We compared the cognitive and language development at 4, 14, 24, 36, 54 months, and 7 years of siblings of children with autism (SIBS-A) to that of siblings of children with typical development (SIBS-TD) using growth curve analyses. At 7 years, 40% of the SIBS-A, compared to 16% of SIBS-TD, were identified with cognitive, language and/or academic…

  11. The Cognitive Advantages of Counting Specifically: A Representational Analysis of Verbal Numeration Systems in Oceanic Languages.

    PubMed

    Bender, Andrea; Schlimm, Dirk; Beller, Sieghard

    2015-10-01

    The domain of numbers provides a paradigmatic case for investigating interactions of culture, language, and cognition: Numerical competencies are considered a core domain of knowledge, and yet the development of specifically human abilities presupposes cultural and linguistic input by way of counting sequences. These sequences constitute systems with distinct structural properties, the cross-linguistic variability of which has implications for number representation and processing. Such representational effects are scrutinized for two types of verbal numeration systems-general and object-specific ones-that were in parallel use in several Oceanic languages (English with its general system is included for comparison). The analysis indicates that the object-specific systems outperform the general systems with respect to counting and mental arithmetic, largely due to their regular and more compact representation. What these findings reveal on cognitive diversity, how the conjectures involved speak to more general issues in cognitive science, and how the approach taken here might help to bridge the gap between anthropology and other cognitive sciences is discussed in the conclusion. PMID:26424227

  12. Growth in literacy, cognition, and working memory in English language learners.

    PubMed

    Lee Swanson, H; Orosco, Michael J; Lussier, Catherine M

    2015-04-01

    This cohort sequential study explored the components of working memory that underlie English reading and language acquisition in elementary school children whose first language is Spanish. To this end, children (N=410) in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, phonological processing, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. These same measures were administered 1 and 2 years later. The results showed that (a) a three-factor structure (phonological STM, visual-spatial WM, and verbal WM) captured the data within both language systems, (b) growth in both the executive and STM storage components was uniquely related to growth in second language (L2) reading and language acquisition, and (c) the contribution of growth in the executive component of WM to growth in L2 processing was independent of growth in storage, phonological knowledge, inhibition, and rapid naming speed. The results suggested that growth in the phonological storage system does not supersede growth of the executive component of WM as a major contributor to growth in children's L2 reading and language. PMID:25731085

  13. Children's Comprehension Problems in Oral and Written Language: A Cognitive Perspective. Challenges in Language and Literacy

    ERIC Educational Resources Information Center

    Cain, Kate, Ed.; Oakhill, Jane, Ed.

    2007-01-01

    Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with…

  14. Language between Bodies: A Cognitive Approach to Understanding Linguistic Politeness in American Sign Language

    ERIC Educational Resources Information Center

    Roush, Daniel R.

    2011-01-01

    This article proposes an answer to the primary question of how the American Sign Language (ASL) community in the United States conceptualizes (im)politeness and its related notions. It begins with a review of evolving theoretical issues in research on (im)politeness and related methodological problems with studying (im)politeness in natural…

  15. Cognitive Control of Language Production in Bilinguals Involves a Partly Independent Process within the Domain-General Cognitive Control Network: Evidence from Task-switching and Electrical Brain Activity

    ERIC Educational Resources Information Center

    Magezi, David A.; Khateb, Asaid; Mouthon, Michael; Spierer, Lucas; Annoni, Jean-Marie

    2012-01-01

    In highly proficient, early bilinguals, behavioural studies of the cost of switching language or task suggest qualitative differences between language control and domain-general cognitive control. By contrast, several neuroimaging studies have shown an overlap of the brain areas involved in language control and domain-general cognitive control.…

  16. Specific aspects of cognitive and language proficiency account for variability in neural indices of semantic and syntactic processing in children

    PubMed Central

    Wray, Amanda Hampton; Weber-Fox, Christine

    2013-01-01

    The neural activity mediating language processing in young children is characterized by large individual variability that is likely related in part to individual strengths and weakness across various cognitive abilities. The current study addresses the following question: How does proficiency in specific cognitive and language functions impact neural indices mediating language processing in children? Thirty typically developing seven- and eight-year-olds were divided into high-normal and low-normal proficiency groups based on performance on nonverbal IQ, auditory word recall, and grammatical morphology tests. Event-related brain potentials (ERPs) were elicited by semantic anomalies and phrase structure violations in naturally spoken sentences. The proficiency for each of the specific cognitive and language tasks uniquely contributed to specific aspects (e.g., timing and/or resource allocation) of neural indices underlying semantic (N400) and syntactic (P600) processing. These results suggest that distinct aptitudes within broader domains of cognition and language, even within the normal range, influence the neural signatures of semantic and syntactic processing. Furthermore, the current findings have important implications for the design and interpretation of developmental studies of ERPs indexing language processing, and they highlight the need to take into account cognitive abilities both within and outside the classic language domain. PMID:23557881

  17. Tone Language Speakers and Musicians Share Enhanced Perceptual and Cognitive Abilities for Musical Pitch: Evidence for Bidirectionality between the Domains of Language and Music

    PubMed Central

    Bidelman, Gavin M.; Hutka, Stefanie; Moreno, Sylvain

    2013-01-01

    Psychophysiological evidence suggests that music and language are intimately coupled such that experience/training in one domain can influence processing required in the other domain. While the influence of music on language processing is now well-documented, evidence of language-to-music effects have yet to be firmly established. Here, using a cross-sectional design, we compared the performance of musicians to that of tone-language (Cantonese) speakers on tasks of auditory pitch acuity, music perception, and general cognitive ability (e.g., fluid intelligence, working memory). While musicians demonstrated superior performance on all auditory measures, comparable perceptual enhancements were observed for Cantonese participants, relative to English-speaking nonmusicians. These results provide evidence that tone-language background is associated with higher auditory perceptual performance for music listening. Musicians and Cantonese speakers also showed superior working memory capacity relative to nonmusician controls, suggesting that in addition to basic perceptual enhancements, tone-language background and music training might also be associated with enhanced general cognitive abilities. Our findings support the notion that tone language speakers and musically trained individuals have higher performance than English-speaking listeners for the perceptual-cognitive processing necessary for basic auditory as well as complex music perception. These results illustrate bidirectional influences between the domains of music and language. PMID:23565267

  18. Tone language speakers and musicians share enhanced perceptual and cognitive abilities for musical pitch: evidence for bidirectionality between the domains of language and music.

    PubMed

    Bidelman, Gavin M; Hutka, Stefanie; Moreno, Sylvain

    2013-01-01

    Psychophysiological evidence suggests that music and language are intimately coupled such that experience/training in one domain can influence processing required in the other domain. While the influence of music on language processing is now well-documented, evidence of language-to-music effects have yet to be firmly established. Here, using a cross-sectional design, we compared the performance of musicians to that of tone-language (Cantonese) speakers on tasks of auditory pitch acuity, music perception, and general cognitive ability (e.g., fluid intelligence, working memory). While musicians demonstrated superior performance on all auditory measures, comparable perceptual enhancements were observed for Cantonese participants, relative to English-speaking nonmusicians. These results provide evidence that tone-language background is associated with higher auditory perceptual performance for music listening. Musicians and Cantonese speakers also showed superior working memory capacity relative to nonmusician controls, suggesting that in addition to basic perceptual enhancements, tone-language background and music training might also be associated with enhanced general cognitive abilities. Our findings support the notion that tone language speakers and musically trained individuals have higher performance than English-speaking listeners for the perceptual-cognitive processing necessary for basic auditory as well as complex music perception. These results illustrate bidirectional influences between the domains of music and language. PMID:23565267

  19. Examining Differences between Students with Specific Learning Disabilities and Those with Specific Language Disorders on Cognition, Emotions and Psychopathology

    ERIC Educational Resources Information Center

    Filippatou, Diamanto; Dimitropoulou, Panagiota; Sideridis, Georgios

    2009-01-01

    The purpose of the present study was to investigate the differences between students with LD and SLI on emotional psychopathology and cognitive variables. In particular, the study examined whether cognitive, emotional, and psychopathology variables are significant discriminatory variables of speech and language disordered groups versus those…

  20. Thinking outside the Cortex: Social Motivation in the Evolution and Development of Language

    ERIC Educational Resources Information Center

    Syal, Supriya; Finlay, Barbara L.

    2011-01-01

    Alteration of the organization of social and motivational neuroanatomical circuitry must have been an essential step in the evolution of human language. Development of vocal communication across species, particularly birdsong, and new research on the neural organization and evolution of social and motivational circuitry, together suggest that…

  1. Rana computatrix to human language: towards a computational neuroethology of language evolution.

    PubMed

    Arbib, Michael A

    2003-10-15

    Walter's Machina speculatrix inspired the name Rana computatrix for a family of models of visuomotor coordination in the frog, which contributed to the development of computational neuroethology. We offer here an 'evolutionary' perspective on models in the same tradition for rat, monkey and human. For rat, we show how the frog-like taxon affordance model provides a basis for the spatial navigation mechanisms that involve the hippocampus and other brain regions. For monkey, we recall two models of neural mechanisms for visuomotor coordination. The first, for saccades, shows how interactions between the parietal and frontal cortex augment superior colliculus seen as the homologue of frog tectum. The second, for grasping, continues the theme of parieto-frontal interactions, linking parietal affordances to motor schemas in premotor cortex. It further emphasizes the mirror system for grasping, in which neurons are active both when the monkey executes a specific grasp and when it observes a similar grasp executed by others. The model of human-brain mechanisms is based on the mirror-system hypothesis of the evolution of the language-ready brain, which sees the human Broca's area as an evolved extension of the mirror system for grasping. PMID:14599323

  2. Extending network approach to language dynamics and human cognition. Comment on "Approaching human language with complex networks" by Cong and Liu

    NASA Astrophysics Data System (ADS)

    Gong, Tao; Shuai, Lan; Wu, Yicheng

    2014-12-01

    By analyzing complex networks constructed from authentic language data, Cong and Liu [1] advance linguistics research into the big data era. The network approach has revealed many intrinsic generalities and crucial differences at both the macro and micro scales between human languages. The axiom behind this research is that language is a complex adaptive system [2]. Although many lexical, semantic, or syntactic features have been discovered by means of analyzing the static and dynamic linguistic networks of world languages, available network-based language studies have not explicitly addressed the evolutionary dynamics of language systems and the correlations between language and human cognition. This commentary aims to provide some insights on how to use the network approach to study these issues.

  3. Networks uncover hidden lexical borrowing in Indo-European language evolution.

    PubMed

    Nelson-Sathi, Shijulal; List, Johann-Mattis; Geisler, Hans; Fangerau, Heiner; Gray, Russell D; Martin, William; Dagan, Tal

    2011-06-22

    Language evolution is traditionally described in terms of family trees with ancestral languages splitting into descendent languages. However, it has long been recognized that language evolution also entails horizontal components, most commonly through lexical borrowing. For example, the English language was heavily influenced by Old Norse and Old French; eight per cent of its basic vocabulary is borrowed. Borrowing is a distinctly non-tree-like process--akin to horizontal gene transfer in genome evolution--that cannot be recovered by phylogenetic trees. Here, we infer the frequency of hidden borrowing among 2346 cognates (etymologically related words) of basic vocabulary distributed across 84 Indo-European languages. The dataset includes 124 (5%) known borrowings. Applying the uniformitarian principle to inventory dynamics in past and present basic vocabularies, we find that 1373 (61%) of the cognates have been affected by borrowing during their history. Our approach correctly identified 117 (94%) known borrowings. Reconstructed phylogenetic networks that capture both vertical and horizontal components of evolutionary history reveal that, on average, eight per cent of the words of basic vocabulary in each Indo-European language were involved in borrowing during evolution. Basic vocabulary is often assumed to be relatively resistant to borrowing. Our results indicate that the impact of borrowing is far more widespread than previously thought. PMID:21106583

  4. The Continuing Evolution of Languages for Specific Purposes

    ERIC Educational Resources Information Center

    Grosse, Christine Uber; Voght, Geoffrey M.

    2012-01-01

    This overview to "The Modern Language Journal"'s Focus Issue on Languages for Specific Purposes (LSP) takes a fresh look at issues examined in a 1991 article by Grosse and Voght. Reflecting on change drivers and growth in LSP, the authors comment on current challenges to the field and future research needs. Their remarks are based on new insights…

  5. How Does Evolution Design a Brain Capable of Learning Language?

    ERIC Educational Resources Information Center

    Savage-Rumbaugh, E. Sue

    1993-01-01

    Discusses methods of assessing language comprehension in apes. Considers the possible effect of brain physiology on the differences between productive and receptive language skills. Examines the possibility that differences between synaptic transmission and volume transmission, or transmission across extracellular spaces, of neurological impulses…

  6. Disentangling the Relationship between Working Memory and Language: The Roles of Short-Term Storage and Cognitive Control

    ERIC Educational Resources Information Center

    Engel de Abreu, Pascale Marguerite Josiane; Gathercole, Susan Elizabeth; Martin, Romain

    2011-01-01

    This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive…

  7. The Co-Emergence of Cognition, Language, and Speech Motor Control in Early Development: A Longitudinal Correlation Study

    ERIC Educational Resources Information Center

    Nip, Ignatius S. B.; Green, Jordan R.; Marx, David B.

    2011-01-01

    Although the development of spoken language is dependent on the emergence of cognitive, language, and speech motor skills, knowledge about how these domains interact during the early stages of communication development is currently limited. This exploratory investigation examines the strength of associations between longitudinal changes in…

  8. The Effects of Cognitive: Linguistic Variables and Language Experience on Behavioural and Kinematic Performances in Nonword Learning

    ERIC Educational Resources Information Center

    Sasisekaran, Jayanthi; Weisberg, Sanford

    2013-01-01

    The aim of the present study was to investigate the effects of cognitive-linguistic variables and language experience on behavioral and kinematic measures of nonword learning in young adults. Group 1 consisted of thirteen participants who spoke American English as the first and only language. Group 2 consisted of seven participants with varying…

  9. How Sex, Native Language, and College Major Relate to the Cognitive Strategies Used during 3-D Mental Rotation

    ERIC Educational Resources Information Center

    Li, Yingli; O'Boyle, Michael W.

    2008-01-01

    Eighty college students mentally rotated 3-D shapes while maintaining a concurrent verbal or spatial memory load to investigate how sex, native language, and college major relate to the cognitive strategies employed during mental rotation (MR). Males were significantly better than females at MR, whereas native language was not related to MR…

  10. Bilingual Cognitive Control in Language Switching: An fMRI Study of English-Chinese Late Bilinguals

    PubMed Central

    Ma, Hengfen; Hu, Jiehui; Xi, Jie; Shen, Wen; Ge, Jianqiao; Geng, Feng; Wu, Yuntao; Guo, Jinjin; Yao, Dezhong

    2014-01-01

    The present study explored the bilingual cognitive control mechanism by comparing Chinese-English bilinguals’ language switching in a blocked picture naming paradigm against three baseline conditions, namely the control condition (a fixation cross, low-level baseline), single L1 production (Chinese naming, high-level baseline), and single L2 production (English naming, high-level baseline). Different activation patterns were observed for language switching against different baseline conditions. These results indicate that different script bilingual language control involves a fronto-parietal-subcortical network that extends to the precentral gyrus, the Supplementary Motor Area, the Supra Marginal Gyrus, and the fusiform. The different neural correlates identified across different comparisons supported that bilingual language switching involves high-level cognitive processes that are not specific to language processing. Future studies adopting a network approach are crucial in identifying the functional connectivity among regions subserving language control. PMID:25180974

  11. Impact of cognitive function and dysarthria on spoken language and perceived speech severity in multiple sclerosis

    NASA Astrophysics Data System (ADS)

    Feenaughty, Lynda

    Purpose: The current study sought to investigate the separate effects of dysarthria and cognitive status on global speech timing, speech hesitation, and linguistic complexity characteristics and how these speech behaviors impose on listener impressions for three connected speech tasks presumed to differ in cognitive-linguistic demand for four carefully defined speaker groups; 1) MS with cognitive deficits (MSCI), 2) MS with clinically diagnosed dysarthria and intact cognition (MSDYS), 3) MS without dysarthria or cognitive deficits (MS), and 4) healthy talkers (CON). The relationship between neuropsychological test scores and speech-language production and perceptual variables for speakers with cognitive deficits was also explored. Methods: 48 speakers, including 36 individuals reporting a neurological diagnosis of MS and 12 healthy talkers participated. The three MS groups and control group each contained 12 speakers (8 women and 4 men). Cognitive function was quantified using standard clinical tests of memory, information processing speed, and executive function. A standard z-score of ≤ -1.50 indicated deficits in a given cognitive domain. Three certified speech-language pathologists determined the clinical diagnosis of dysarthria for speakers with MS. Experimental speech tasks of interest included audio-recordings of an oral reading of the Grandfather passage and two spontaneous speech samples in the form of Familiar and Unfamiliar descriptive discourse. Various measures of spoken language were of interest. Suprasegmental acoustic measures included speech and articulatory rate. Linguistic speech hesitation measures included pause frequency (i.e., silent and filled pauses), mean silent pause duration, grammatical appropriateness of pauses, and interjection frequency. For the two discourse samples, three standard measures of language complexity were obtained including subordination index, inter-sentence cohesion adequacy, and lexical diversity. Ten listeners

  12. Stone tools, language and the brain in human evolution

    PubMed Central

    Stout, Dietrich; Chaminade, Thierry

    2012-01-01

    Long-standing speculations and more recent hypotheses propose a variety of possible evolutionary connections between language, gesture and tool use. These arguments have received important new support from neuroscientific research on praxis, observational action understanding and vocal language demonstrating substantial functional/anatomical overlap between these behaviours. However, valid reasons for scepticism remain as well as substantial differences in detail between alternative evolutionary hypotheses. Here, we review the current status of alternative ‘gestural’ and ‘technological’ hypotheses of language origins, drawing on current evidence of the neural bases of speech and tool use generally, and on recent studies of the neural correlates of Palaeolithic technology specifically. PMID:22106428

  13. Stone tools, language and the brain in human evolution.

    PubMed

    Stout, Dietrich; Chaminade, Thierry

    2012-01-12

    Long-standing speculations and more recent hypotheses propose a variety of possible evolutionary connections between language, gesture and tool use. These arguments have received important new support from neuroscientific research on praxis, observational action understanding and vocal language demonstrating substantial functional/anatomical overlap between these behaviours. However, valid reasons for scepticism remain as well as substantial differences in detail between alternative evolutionary hypotheses. Here, we review the current status of alternative 'gestural' and 'technological' hypotheses of language origins, drawing on current evidence of the neural bases of speech and tool use generally, and on recent studies of the neural correlates of Palaeolithic technology specifically. PMID:22106428

  14. Maternal Education Level Predicts Cognitive, Language, and Motor Outcome in Preterm Infants in the Second Year of Life

    PubMed Central

    Patra, Kousiki; Greene, Michelle M.; Patel, Aloka L.; Meier, Paula

    2016-01-01

    Objective To evaluate the relative impact of maternal education level (MEL) on cognitive, language, and motor outcomes at 20 months’ corrected age (CA) in preterm infants. Study Design A total of 177 preterm infants born between 2008 and 2010 were tested at 20 months’ CA using the Bayley Scales of Infant and Toddler Development-III. Multiple regression analyses were done to determine the relative impact of MEL on cognitive, language, and motor scores. Results Infants born to mothers with high school MEL were 3.74 times more likely to have a subnormal motor index, while those born to mothers with some college and graduate school MEL had reduced odds (0.36 and 0.12, respectively) of having subnormal language index at 20 months. In linear regression, MEL was the strongest predictor of cognitive, language, and motor scores, and graduate school MEL was associated with increases in cognitive, motor, and language scores of 8.49, 8.23, and 15.74 points, respectively. Conclusions MEL is the most significant predictor of cognitive, language, and motor outcome at 20 months’ CA in preterm infants. Further research is needed to evaluate if targeted interventions that focus on early childhood learning and parenting practices can ameliorate the impact of low MEL. PMID:26890439

  15. Maternal Education Level Predicts Cognitive, Language, and Motor Outcome in Preterm Infants in the Second Year of Life.

    PubMed

    Patra, Kousiki; Greene, Michelle M; Patel, Aloka L; Meier, Paula

    2016-07-01

    Objective To evaluate the relative impact of maternal education level (MEL) on cognitive, language, and motor outcomes at 20 months' corrected age (CA) in preterm infants. Study Design A total of 177 preterm infants born between 2008 and 2010 were tested at 20 months' CA using the Bayley Scales of Infant and Toddler Development-III. Multiple regression analyses were done to determine the relative impact of MEL on cognitive, language, and motor scores. Results Infants born to mothers with high school MEL were 3.74 times more likely to have a subnormal motor index, while those born to mothers with some college and graduate school MEL had reduced odds (0.36 and 0.12, respectively) of having subnormal language index at 20 months. In linear regression, MEL was the strongest predictor of cognitive, language, and motor scores, and graduate school MEL was associated with increases in cognitive, motor, and language scores of 8.49, 8.23, and 15.74 points, respectively. Conclusions MEL is the most significant predictor of cognitive, language, and motor outcome at 20 months' CA in preterm infants. Further research is needed to evaluate if targeted interventions that focus on early childhood learning and parenting practices can ameliorate the impact of low MEL. PMID:26890439

  16. Cognitive mechanisms for the evolution of religious thought.

    PubMed

    Fondevila, Sabela; Martín-Loeches, Manuel

    2013-09-01

    The reasons behind the cultural persistence of religious beliefs throughout human history and prehistory still generate unanswered questions requiring scientific explanations. Within the framework of the cognitive science of religion, this article reviews experimental evidence supporting human predisposition for religious thinking and focuses on the hypothesis that a reason why religious beliefs are successful is their minimal counterintuitiveness. According to this hypothesis, religious concepts or stories would be characterized by containing only a small number of world-knowledge violations, which attracts attention while improving memorizability. We conclude this review by summarizing recent findings from our group using brain electrical activity and delving further into these questions. Our research suggests parallels between the natural tendency of the human cognitive system to use metaphors and the minimal counterintuitiveness of religious beliefs. PMID:25708083

  17. A Cognitive Neural Architecture Able to Learn and Communicate through Natural Language

    PubMed Central

    Golosio, Bruno; Cangelosi, Angelo; Gamotina, Olesya; Masala, Giovanni Luca

    2015-01-01

    Communicative interactions involve a kind of procedural knowledge that is used by the human brain for processing verbal and nonverbal inputs and for language production. Although considerable work has been done on modeling human language abilities, it has been difficult to bring them together to a comprehensive tabula rasa system compatible with current knowledge of how verbal information is processed in the brain. This work presents a cognitive system, entirely based on a large-scale neural architecture, which was developed to shed light on the procedural knowledge involved in language elaboration. The main component of this system is the central executive, which is a supervising system that coordinates the other components of the working memory. In our model, the central executive is a neural network that takes as input the neural activation states of the short-term memory and yields as output mental actions, which control the flow of information among the working memory components through neural gating mechanisms. The proposed system is capable of learning to communicate through natural language starting from tabula rasa, without any a priori knowledge of the structure of phrases, meaning of words, role of the different classes of words, only by interacting with a human through a text-based interface, using an open-ended incremental learning process. It is able to learn nouns, verbs, adjectives, pronouns and other word classes, and to use them in expressive language. The model was validated on a corpus of 1587 input sentences, based on literature on early language assessment, at the level of about 4-years old child, and produced 521 output sentences, expressing a broad range of language processing functionalities. PMID:26560154

  18. From action to language: comparative perspectives on primate tool use, gesture and the evolution of human language

    PubMed Central

    Steele, James; Ferrari, Pier Francesco; Fogassi, Leonardo

    2012-01-01

    The papers in this Special Issue examine tool use and manual gestures in primates as a window on the evolution of the human capacity for language. Neurophysiological research has supported the hypothesis of a close association between some aspects of human action organization and of language representation, in both phonology and semantics. Tool use provides an excellent experimental context to investigate analogies between action organization and linguistic syntax. Contributors report and contextualize experimental evidence from monkeys, great apes, humans and fossil hominins, and consider the nature and the extent of overlaps between the neural representations of tool use, manual gestures and linguistic processes. PMID:22106422

  19. Natural Language Query in the Biochemistry and Molecular Biology Domains Based on Cognition Search™

    PubMed Central

    Goldsmith, Elizabeth J.; Mendiratta, Saurabh; Akella, Radha; Dahlgren, Kathleen

    2009-01-01

    Motivation: With the increasing volume of scientific papers and heterogeneous nomenclature in the biomedical literature, it is apparent that an improvement over standard pattern matching available in existing search engines is required. Cognition Search Information Retrieval (CSIR) is a natural language processing (NLP) technology that possesses a large dictionary (lexicon) and large semantic databases, such that search can be based on meaning. Encoded synonymy, ontological relationships, phrases, and seeds for word sense disambiguation offer significant improvement over pattern matching. Thus, the CSIR has the right architecture to form the basis for a scientific search engine. Result: Here we have augmented CSIR to improve access to the MEDLINE database of scientific abstracts. New biochemical, molecular biological and medical language and acronyms were introduced from curated web-based sources. The resulting system was used to interpret MEDLINE abstracts. Meaning-based search of MEDLINE abstracts yields high precision (estimated at >90%), and high recall (estimated at >90%), where synonym, ontology, phrases and sense seeds have been encoded. The present implementation can be found at http://MEDLINE.cognition.com. Contact: Elizabeth.goldsmith@UTsouthwestern.edu Kathleen.dahlgren@cognition.com PMID:21347167

  20. IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding).

    PubMed

    Gershon, Richard C; Slotkin, Jerry; Manly, Jennifer J; Blitz, David L; Beaumont, Jennifer L; Schnipke, Deborah; Wallner-Allen, Kathleen; Golinkoff, Roberta Michnick; Gleason, Jean Berko; Hirsh-Pasek, Kathy; Adams, Marilyn Jager; Weintraub, Sandra

    2013-08-01

    Mastery of language skills is an important predictor of daily functioning and health. Vocabulary comprehension and reading decoding are relatively quick and easy to measure and correlate highly with overall cognitive functioning, as well as with success in school and work. New measures of vocabulary comprehension and reading decoding (in both English and Spanish) were developed for the NIH Toolbox Cognition Battery (CB). In the Toolbox Picture Vocabulary Test (TPVT), participants hear a spoken word while viewing four pictures, and then must choose the picture that best represents the word. This approach tests receptive vocabulary knowledge without the need to read or write, removing the literacy load for children who are developing literacy and for adults who struggle with reading and writing. In the Toolbox Oral Reading Recognition Test (TORRT), participants see a letter or word onscreen and must pronounce or identify it. The examiner determines whether it was pronounced correctly by comparing the response to the pronunciation guide on a separate computer screen. In this chapter, we discuss the importance of language during childhood and the relation of language and brain function. We also review the development of the TPVT and TORRT, including information about the item calibration process and results from a validation study. Finally, the strengths and weaknesses of the measures are discussed. PMID:23952202

  1. Processing structure in language and music: a case for shared reliance on cognitive control.

    PubMed

    Slevc, L Robert; Okada, Brooke M

    2015-06-01

    The relationship between structural processing in music and language has received increasing interest in the past several years, spurred by the influential Shared Syntactic Integration Resource Hypothesis (SSIRH; Patel, Nature Neuroscience, 6, 674-681, 2003). According to this resource-sharing framework, music and language rely on separable syntactic representations but recruit shared cognitive resources to integrate these representations into evolving structures. The SSIRH is supported by findings of interactions between structural manipulations in music and language. However, other recent evidence suggests that such interactions also can arise with nonstructural manipulations, and some recent neuroimaging studies report largely nonoverlapping neural regions involved in processing musical and linguistic structure. These conflicting results raise the question of exactly what shared (and distinct) resources underlie musical and linguistic structural processing. This paper suggests that one shared resource is prefrontal cortical mechanisms of cognitive control, which are recruited to detect and resolve conflict that occurs when expectations are violated and interpretations must be revised. By this account, musical processing involves not just the incremental processing and integration of musical elements as they occur, but also the incremental generation of musical predictions and expectations, which must sometimes be overridden and revised in light of evolving musical input. PMID:25092390

  2. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

    PubMed

    Houwen, Suzanne; Visser, Linda; van der Putten, Annette; Vlaskamp, Carla

    2016-01-01

    It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development. PMID:26851384

  3. Networks uncover hidden lexical borrowing in Indo-European language evolution

    PubMed Central

    Nelson-Sathi, Shijulal; List, Johann-Mattis; Geisler, Hans; Fangerau, Heiner; Gray, Russell D.; Martin, William; Dagan, Tal

    2011-01-01

    Language evolution is traditionally described in terms of family trees with ancestral languages splitting into descendent languages. However, it has long been recognized that language evolution also entails horizontal components, most commonly through lexical borrowing. For example, the English language was heavily influenced by Old Norse and Old French; eight per cent of its basic vocabulary is borrowed. Borrowing is a distinctly non-tree-like process—akin to horizontal gene transfer in genome evolution—that cannot be recovered by phylogenetic trees. Here, we infer the frequency of hidden borrowing among 2346 cognates (etymologically related words) of basic vocabulary distributed across 84 Indo-European languages. The dataset includes 124 (5%) known borrowings. Applying the uniformitarian principle to inventory dynamics in past and present basic vocabularies, we find that 1373 (61%) of the cognates have been affected by borrowing during their history. Our approach correctly identified 117 (94%) known borrowings. Reconstructed phylogenetic networks that capture both vertical and horizontal components of evolutionary history reveal that, on average, eight per cent of the words of basic vocabulary in each Indo-European language were involved in borrowing during evolution. Basic vocabulary is often assumed to be relatively resistant to borrowing. Our results indicate that the impact of borrowing is far more widespread than previously thought. PMID:21106583

  4. Exploration as a Mediator of the Relation between the Attainment of Motor Milestones and the Development of Spatial Cognition and Spatial Language

    ERIC Educational Resources Information Center

    Oudgenoeg-Paz, Ora; Leseman, Paul P. M.; Volman, M. J. M.

    2015-01-01

    The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and…

  5. Evo-devo, deep homology and FoxP2: implications for the evolution of speech and language

    PubMed Central

    Scharff, Constance; Petri, Jana

    2011-01-01

    The evolution of novel morphological features, such as feathers, involves the modification of developmental processes regulated by gene networks. The fact that genetic novelty operates within developmental constraints is the central tenet of the ‘evo-devo’ conceptual framework. It is supported by findings that certain molecular regulatory pathways act in a similar manner in the development of morphological adaptations, which are not directly related by common ancestry but evolved convergently. The Pax6 gene, important for vision in molluscs, insects and vertebrates, and Hox genes, important for tetrapod limbs and fish fins, exemplify this ‘deep homology’. Recently, ‘evo-devo’ has expanded to the molecular analysis of behavioural traits, including social behaviour, learning and memory. Here, we apply this approach to the evolution of human language. Human speech is a form of auditory-guided, learned vocal motor behaviour that also evolved in certain species of birds, bats and ocean mammals. Genes relevant for language, including the transcription factor FOXP2, have been identified. We review evidence that FoxP2 and its regulatory gene network shapes neural plasticity in cortico-basal ganglia circuits underlying the sensory-guided motor learning in animal models. The emerging picture can help us understand how complex cognitive traits can ‘descend with modification’. PMID:21690130

  6. Evo-devo, deep homology and FoxP2: implications for the evolution of speech and language.

    PubMed

    Scharff, Constance; Petri, Jana

    2011-07-27

    The evolution of novel morphological features, such as feathers, involves the modification of developmental processes regulated by gene networks. The fact that genetic novelty operates within developmental constraints is the central tenet of the 'evo-devo' conceptual framework. It is supported by findings that certain molecular regulatory pathways act in a similar manner in the development of morphological adaptations, which are not directly related by common ancestry but evolved convergently. The Pax6 gene, important for vision in molluscs, insects and vertebrates, and Hox genes, important for tetrapod limbs and fish fins, exemplify this 'deep homology'. Recently, 'evo-devo' has expanded to the molecular analysis of behavioural traits, including social behaviour, learning and memory. Here, we apply this approach to the evolution of human language. Human speech is a form of auditory-guided, learned vocal motor behaviour that also evolved in certain species of birds, bats and ocean mammals. Genes relevant for language, including the transcription factor FOXP2, have been identified. We review evidence that FoxP2 and its regulatory gene network shapes neural plasticity in cortico-basal ganglia circuits underlying the sensory-guided motor learning in animal models. The emerging picture can help us understand how complex cognitive traits can 'descend with modification'. PMID:21690130

  7. Animal Foraging and the Evolution of Goal-Directed Cognition

    ERIC Educational Resources Information Center

    Hills, Thomas T.

    2006-01-01

    Foraging-and feeding-related behaviors across eumetazoans share similar molecular mechanisms, suggesting the early evolution of an optimal foraging behavior called area-restricted search (ARS), involving mechanisms of dopamine and glutamate in the modulation of behavioral focus. Similar mechanisms in the vertebrate basal ganglia control motor…

  8. Parallel evolution of genes and languages in the Caucasus region.

    PubMed

    Balanovsky, Oleg; Dibirova, Khadizhat; Dybo, Anna; Mudrak, Oleg; Frolova, Svetlana; Pocheshkhova, Elvira; Haber, Marc; Platt, Daniel; Schurr, Theodore; Haak, Wolfgang; Kuznetsova, Marina; Radzhabov, Magomed; Balaganskaya, Olga; Romanov, Alexey; Zakharova, Tatiana; Soria Hernanz, David F; Zalloua, Pierre; Koshel, Sergey; Ruhlen, Merritt; Renfrew, Colin; Wells, R Spencer; Tyler-Smith, Chris; Balanovska, Elena

    2011-10-01

    We analyzed 40 single nucleotide polymorphism and 19 short tandem repeat Y-chromosomal markers in a large sample of 1,525 indigenous individuals from 14 populations in the Caucasus and 254 additional individuals representing potential source populations. We also employed a lexicostatistical approach to reconstruct the history of the languages of the North Caucasian family spoken by the Caucasus populations. We found a different major haplogroup to be prevalent in each of four sets of populations that occupy distinct geographic regions and belong to different linguistic branches. The haplogroup frequencies correlated with geography and, even more strongly, with language. Within haplogroups, a number of haplotype clusters were shown to be specific to individual populations and languages. The data suggested a direct origin of Caucasus male lineages from the Near East, followed by high levels of isolation, differentiation, and genetic drift in situ. Comparison of genetic and linguistic reconstructions covering the last few millennia showed striking correspondences between the topology and dates of the respective gene and language trees and with documented historical events. Overall, in the Caucasus region, unmatched levels of gene-language coevolution occurred within geographically isolated populations, probably due to its mountainous terrain. PMID:21571925

  9. Modeling language and cognition with deep unsupervised learning: a tutorial overview

    PubMed Central

    Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P.

    2013-01-01

    Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition. PMID:23970869

  10. Modeling language and cognition with deep unsupervised learning: a tutorial overview.

    PubMed

    Zorzi, Marco; Testolin, Alberto; Stoianov, Ivilin P

    2013-01-01

    Deep unsupervised learning in stochastic recurrent neural networks with many layers of hidden units is a recent breakthrough in neural computation research. These networks build a hierarchy of progressively more complex distributed representations of the sensory data by fitting a hierarchical generative model. In this article we discuss the theoretical foundations of this approach and we review key issues related to training, testing and analysis of deep networks for modeling language and cognitive processing. The classic letter and word perception problem of McClelland and Rumelhart (1981) is used as a tutorial example to illustrate how structured and abstract representations may emerge from deep generative learning. We argue that the focus on deep architectures and generative (rather than discriminative) learning represents a crucial step forward for the connectionist modeling enterprise, because it offers a more plausible model of cortical learning as well as a way to bridge the gap between emergentist connectionist models and structured Bayesian models of cognition. PMID:23970869

  11. Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.

    PubMed

    Nicolay, Anne-Catherine; Poncelet, Martine

    2013-08-01

    First-language (L1) and second-language (L2) lexical development has been found to be strongly associated with phonological processing abilities such as phonological short-term memory (STM), phonological awareness, and speech perception. Lexical development also seems to be linked to attentional and executive skills such as auditory attention, flexibility, and response inhibition. The aim of this four-wave longitudinal study was to determine to what extent L2 vocabulary acquired through the particular school context of early L2 immersion education is linked to the same cognitive abilities. A total of 61 French-speaking 5-year-old kindergartners who had just been enrolled in English immersion classes were administered a battery of tasks assessing these three phonological processing abilities and three attentional/executive skills. Their English vocabulary knowledge was measured 1, 2, and 3 school years later. Multiple regression analyses showed that, among the assessed phonological processing abilities, phonological STM and speech perception, but not phonological awareness, appeared to underlie L2 vocabulary acquisition in this context of an early L2 immersion school program, at least during the first steps of acquisition. Similarly, among the assessed attentional/executive skills, auditory attention and flexibility, but not response inhibition, appeared to be involved during the first steps of L2 vocabulary acquisition in such an immersion school context. PMID:23708731

  12. Language and cognition in children with metachromatic leukodystrophy: onset and natural course in a nationwide cohort

    PubMed Central

    2014-01-01

    Background Metachromatic leukodystrophy (MLD) is a rare, genetic neurodegenerative disease. It leads to progressive demyelination resulting in regression of development and early death. With regard to experimental therapies, knowledge of the natural course of the disease is highly important. We aimed to analyse onset and character of first symptoms in MLD and to provide detailed natural course data concerning language and cognition. Methods Patients with MLD were recruited nationwide within the scope of the German research network LEUKONET. 59 patients’ questionnaires (23 late-infantile, 36 juvenile) were analysed. Results Time from first symptoms (at a median age of 1.5 years in late-infantile and 6 years in juvenile MLD) to diagnosis took one year in late-infantile and two years in juvenile patients on average. Gait disturbances and abnormal movement patterns were first signs in all patients with late-infantile and in most with juvenile MLD. Onset in the latter was additionally characterized by problems in concentration, behaviour and fine motor function (p = 0.0011, p < 0.0001, and p = 0.0012). Half of late-infantile patients did not learn to speak in complete sentences after an initially normal language acquisition. They showed a rapid language decline with first language difficulties at a median age of 2.5 years and complete loss of expressive language within several months (median age 32, range 22–47 months). This was followed by total loss of communication at a median age of around four years. In juvenile patients, language decline was more protracted, and problems in concentration and behaviour were followed by decline in skills for reading, writing and calculating around four years after disease onset. Conclusions Our data reflect the natural course of decline in language and cognition in late-infantile and juvenile MLD in a large cohort over a long observation period. This is especially relevant to juvenile patients where the disease

  13. Dynamic Engagement of Cognitive Control Modulates Recovery From Misinterpretation During Real-Time Language Processing.

    PubMed

    Hsu, Nina S; Novick, Jared M

    2016-04-01

    Speech unfolds swiftly, yet listeners keep pace by rapidly assigning meaning to what they hear. Sometimes, though, initial interpretations turn out to be wrong. How do listeners revise misinterpretations of language input moment by moment to avoid comprehension errors? Cognitive control may play a role by detecting when processing has gone awry and then initiating behavioral adjustments accordingly. However, no research to date has investigated a cause-and-effect interplay between cognitive-control engagement and the overriding of erroneous interpretations in real time. Using a novel cross-task paradigm, we showed that Stroop-conflict detection, which mobilizes cognitive-control procedures, subsequently facilitates listeners' incremental processing of temporarily ambiguous spoken instructions that induce brief misinterpretation. When instructions followed incongruent Stroop items, compared with congruent Stroop items, listeners' eye movements to objects in a scene reflected more transient consideration of the false interpretation and earlier recovery of the correct one. Comprehension errors also decreased. Cognitive-control engagement therefore accelerates sentence-reinterpretation processes, even as linguistic input is still unfolding. PMID:26957521

  14. Parallel language activation and cognitive control during spoken word recognition in bilinguals

    PubMed Central

    Blumenfeld, Henrike K.; Marian, Viorica

    2013-01-01

    Accounts of bilingual cognitive advantages suggest an associative link between cross-linguistic competition and inhibitory control. We investigate this link by examining English-Spanish bilinguals’ parallel language activation during auditory word recognition and nonlinguistic Stroop performance. Thirty-one English-Spanish bilinguals and 30 English monolinguals participated in an eye-tracking study. Participants heard words in English (e.g., comb) and identified corresponding pictures from a display that included pictures of a Spanish competitor (e.g., conejo, English rabbit). Bilinguals with higher Spanish proficiency showed more parallel language activation and smaller Stroop effects than bilinguals with lower Spanish proficiency. Across all bilinguals, stronger parallel language activation between 300–500ms after word onset was associated with smaller Stroop effects; between 633–767ms, reduced parallel language activation was associated with smaller Stroop effects. Results suggest that bilinguals who perform well on the Stroop task show increased cross-linguistic competitor activation during early stages of word recognition and decreased competitor activation during later stages of word recognition. Findings support the hypothesis that cross-linguistic competition impacts domain-general inhibition. PMID:24244842

  15. Parallel language activation and cognitive control during spoken word recognition in bilinguals.

    PubMed

    Blumenfeld, Henrike K; Marian, Viorica

    2013-01-01

    Accounts of bilingual cognitive advantages suggest an associative link between cross-linguistic competition and inhibitory control. We investigate this link by examining English-Spanish bilinguals' parallel language activation during auditory word recognition and nonlinguistic Stroop performance. Thirty-one English-Spanish bilinguals and 30 English monolinguals participated in an eye-tracking study. Participants heard words in English (e.g., comb) and identified corresponding pictures from a display that included pictures of a Spanish competitor (e.g., conejo, English rabbit). Bilinguals with higher Spanish proficiency showed more parallel language activation and smaller Stroop effects than bilinguals with lower Spanish proficiency. Across all bilinguals, stronger parallel language activation between 300-500ms after word onset was associated with smaller Stroop effects; between 633-767ms, reduced parallel language activation was associated with smaller Stroop effects. Results suggest that bilinguals who perform well on the Stroop task show increased cross-linguistic competitor activation during early stages of word recognition and decreased competitor activation during later stages of word recognition. Findings support the hypothesis that cross-linguistic competition impacts domain-general inhibition. PMID:24244842

  16. The Evolution of Language Acquisition in Immigrant Students in Catalonia: The Role of the Home Language

    ERIC Educational Resources Information Center

    Sansó, Clara; Navarro, José Luis; Huguet, Ángel

    2015-01-01

    Introduction: The development of immigrant students' language proficiency is one of the main challenges facing education professionals today. Our study was a longitudinal analysis of Catalan and Spanish language acquisition. Method: Participants were 72 immigrant students (27 Spanish speakers and 45 non-Spanish speakers) enrolled in compulsory…

  17. The impact of hearing loss on language performance in older adults with different stages of cognitive function

    PubMed Central

    Lodeiro-Fernández, Leire; Lorenzo-López, Laura; Maseda, Ana; Núñez-Naveira, Laura; Rodríguez-Villamil, José Luis; Millán-Calenti, José Carlos

    2015-01-01

    Purpose The possible relationship between audiometric hearing thresholds and cognitive performance on language tests was analyzed in a cross-sectional cohort of older adults aged ≥65 years (N=98) with different degrees of cognitive impairment. Materials and methods Participants were distributed into two groups according to Reisberg’s Global Deterioration Scale (GDS): a normal/predementia group (GDS scores 1–3) and a moderate/moderately severe dementia group (GDS scores 4 and 5). Hearing loss (pure-tone audiometry) and receptive and production-based language function (Verbal Fluency Test, Boston Naming Test, and Token Test) were assessed. Results Results showed that the dementia group achieved significantly lower scores than the predementia group in all language tests. A moderate negative correlation between hearing loss and verbal comprehension (r=−0.298; P<0.003) was observed in the predementia group (r=−0.363; P<0.007). However, no significant relationship between hearing loss and verbal fluency and naming scores was observed, regardless of cognitive impairment. Conclusion In the predementia group, reduced hearing level partially explains comprehension performance but not language production. In the dementia group, hearing loss cannot be considered as an explanatory factor of poor receptive and production-based language performance. These results are suggestive of cognitive rather than simply auditory problems to explain the language impairment in the elderly. PMID:25914528

  18. Punctuated equilibrium in the large-scale evolution of programming languages.

    PubMed

    Valverde, Sergi; Solé, Ricard V

    2015-06-01

    The analogies and differences between biological and cultural evolution have been explored by evolutionary biologists, historians, engineers and linguists alike. Two well-known domains of cultural change are language and technology. Both share some traits relating the evolution of species, but technological change is very difficult to study. A major challenge in our way towards a scientific theory of technological evolution is how to properly define evolutionary trees or clades and how to weight the role played by horizontal transfer of information. Here, we study the large-scale historical development of programming languages, which have deeply marked social and technological advances in the last half century. We analyse their historical connections using network theory and reconstructed phylogenetic networks. Using both data analysis and network modelling, it is shown that their evolution is highly uneven, marked by innovation events where new languages are created out of improved combinations of different structural components belonging to previous languages. These radiation events occur in a bursty pattern and are tied to novel technological and social niches. The method can be extrapolated to other systems and consistently captures the major classes of languages and the widespread horizontal design exchanges, revealing a punctuated evolutionary path. PMID:25994298

  19. Vocal Development as a Guide to Modeling the Evolution of Language.

    PubMed

    Oller, D Kimbrough; Griebel, Ulrike; Warlaumont, Anne S

    2016-04-01

    Modeling of evolution and development of language has principally utilized mature units of spoken language, phonemes and words, as both targets and inputs. This approach cannot address the earliest phases of development because young infants are unable to produce such language features. We argue that units of early vocal development-protophones and their primitive illocutionary/perlocutionary forces-should be targeted in evolutionary modeling because they suggest likely units of hominin vocalization/communication shortly after the split from the chimpanzee/bonobo lineage, and because early development of spontaneous vocal capability is a logically necessary step toward vocal language, a root capability without which other crucial steps toward vocal language capability are impossible. Modeling of language evolution/development must account for dynamic change in early communicative units of form/function across time. We argue for interactive contributions of sender/infants and receiver/caregivers in a feedback loop involving both development and evolution and propose to begin computational modeling at the hominin break from the primate communicative background. PMID:26932662

  20. The Co-evolution of Situated Language and Physics Knowing.

    ERIC Educational Resources Information Center

    Roth, Wolff-Michael

    1996-01-01

    Explores evolutionary changes in students' (n=46) motion-related language mediated by computer-based Newtonian microworlds. Documents how ways of talking emerge and how the convergence of meaning arises from the affordances provided by the interpretive flexibility of the microworld, conversations with the teacher, and the microworld which assures…

  1. Impact of cognitive function and dysarthria on spoken language and perceived speech severity in multiple sclerosis

    NASA Astrophysics Data System (ADS)

    Feenaughty, Lynda

    Purpose: The current study sought to investigate the separate effects of dysarthria and cognitive status on global speech timing, speech hesitation, and linguistic complexity characteristics and how these speech behaviors impose on listener impressions for three connected speech tasks presumed to differ in cognitive-linguistic demand for four carefully defined speaker groups; 1) MS with cognitive deficits (MSCI), 2) MS with clinically diagnosed dysarthria and intact cognition (MSDYS), 3) MS without dysarthria or cognitive deficits (MS), and 4) healthy talkers (CON). The relationship between neuropsychological test scores and speech-language production and perceptual variables for speakers with cognitive deficits was also explored. Methods: 48 speakers, including 36 individuals reporting a neurological diagnosis of MS and 12 healthy talkers participated. The three MS groups and control group each contained 12 speakers (8 women and 4 men). Cognitive function was quantified using standard clinical tests of memory, information processing speed, and executive function. A standard z-score of ≤ -1.50 indicated deficits in a given cognitive domain. Three certified speech-language pathologists determined the clinical diagnosis of dysarthria for speakers with MS. Experimental speech tasks of interest included audio-recordings of an oral reading of the Grandfather passage and two spontaneous speech samples in the form of Familiar and Unfamiliar descriptive discourse. Various measures of spoken language were of interest. Suprasegmental acoustic measures included speech and articulatory rate. Linguistic speech hesitation measures included pause frequency (i.e., silent and filled pauses), mean silent pause duration, grammatical appropriateness of pauses, and interjection frequency. For the two discourse samples, three standard measures of language complexity were obtained including subordination index, inter-sentence cohesion adequacy, and lexical diversity. Ten listeners

  2. The Role of Individual Differences in the Study Abroad Context: Cognitive Capacity and Language Development during Short-Term Intensive Language Exposure

    ERIC Educational Resources Information Center

    Grey, Sarah; Cox, Jessica G.; Serafini, Ellen J.; Sanz, Cristina

    2015-01-01

    While research suggests that study abroad (SA) benefits second language (L2) oral fluency, its benefits for other domains are less clear, especially for shorterterm programs, which are becoming more common. Additionally, studies investigating the relationship between cognitive capacity and benefits of SA report inconsistent patterns. In light of…

  3. Lateral preference in Williams-Beuren syndrome is associated with cognition and language.

    PubMed

    Pérez-García, D; Flores, R; Brun-Gasca, C; Pérez-Jurado, L A

    2015-09-01

    Williams-Beuren syndrome (WBS) is a genetically defined neurodevelopmental disorder presenting with intellectual disability associated with a specific neurocognitive profile characterized by anxiety, hypersociability, poor visuospatial skills and relatively preserved language. We have defined the lateral preference in 69 individuals (40 males and 29 females, age range 5-47 years) with WBS confirmed by molecular testing, and explored its correlation with cognition, behavior problems, the main aspects of the behavioral phenotype, and specific molecular variants (parental origin and size of the 7q11.23 deletion). Lateral preference (hand, foot, eye and ear) and neurobehavioral features [intelligence quotient (IQ), sociability, visuospatial construction, narrative skills and behavior] were assessed by a battery of tests and parental interviews. A large proportion of WBS individuals showed either left or mixed handedness (26 and 19%, respectively). Hand, foot and ear lateral preference showed significant association with IQ, with individuals with mixed lateral preference presenting lower general IQ, especially verbal IQ, with respect to subjects with well-defined laterality. Approachability, visuospatial ability, behavior problems or molecular variants were not associated with lateral preference. Our results indicate that, as in other neurodevelopmental disorders, laterality is poorly defined in a significant proportion of WBS individuals, and reinforces the idea that a correct definition of lateral preference is important for cognition and language. PMID:25431039

  4. Technical evolutions of the french multipurpose instruments for cognitive neurosciences

    NASA Astrophysics Data System (ADS)

    Bois, JM; Legrand, G.; Matsakis, Y.; Venet, M.; McIntyre, J.; Shulenin, A.

    Since the first French flight in space in 1982, the CNES has developed a wide range of instruments, especially in the field of Neurosciences. The design of these instruments has considerably evolved from rather simple equipment up to much more sophisticated tools that are being specially tayloried for these missions. Four major phases can be identified: - a simple adaptation of an echographe leading to the first neurosciences experiments (the ARAGATZ'88 mission), - the ILLUSIONS and VIMINAL instruments used during the ANTARES'92 and ALTAIR'93 missions, - the COGNILAB instrument developed for the CASSIOPEE'96 mission, to be re-used in 1997 and in 1999, - a preliminary design of the 1999 mission payload, including virtual reality concepts, in a modular design to adapt to the European COF. Aside from the evolution of scientific requirements, the experience gained during the flights led to progressive improvements in the different technical parts, including visual system, body restraint systems, accessories, such as a force feedback joystick, computer and software, etc. This paper describes the technical evolutions in the CNES Neurosciences program.

  5. The neurophysiology of language processing shapes the evolution of grammar: evidence from case marking.

    PubMed

    Bickel, Balthasar; Witzlack-Makarevich, Alena; Choudhary, Kamal K; Schlesewsky, Matthias; Bornkessel-Schlesewsky, Ina

    2015-01-01

    Do principles of language processing in the brain affect the way grammar evolves over time or is language change just a matter of socio-historical contingency? While the balance of evidence has been ambiguous and controversial, we identify here a neurophysiological constraint on the processing of language that has a systematic effect on the evolution of how noun phrases are marked by case (i.e. by such contrasts as between the English base form she and the object form her). In neurophysiological experiments across diverse languages we found that during processing, participants initially interpret the first base-form noun phrase they hear (e.g. she…) as an agent (which would fit a continuation like … greeted him), even when the sentence later requires the interpretation of a patient role (as in … was greeted). We show that this processing principle is also operative in Hindi, a language where initial base-form noun phrases most commonly denote patients because many agents receive a special case marker ("ergative") and are often left out in discourse. This finding suggests that the principle is species-wide and independent of the structural affordances of specific languages. As such, the principle favors the development and maintenance of case-marking systems that equate base-form cases with agents rather than with patients. We confirm this evolutionary bias by statistical analyses of phylogenetic signals in over 600 languages worldwide, controlling for confounding effects from language contact. Our findings suggest that at least one core property of grammar systematically adapts in its evolution to the neurophysiological conditions of the brain, independently of socio-historical factors. This opens up new avenues for understanding how specific properties of grammar have developed in tight interaction with the biological evolution of our species. PMID:26267884

  6. The Neurophysiology of Language Processing Shapes the Evolution of Grammar: Evidence from Case Marking

    PubMed Central

    Bickel, Balthasar; Witzlack-Makarevich, Alena; Choudhary, Kamal K.; Schlesewsky, Matthias; Bornkessel-Schlesewsky, Ina

    2015-01-01

    Do principles of language processing in the brain affect the way grammar evolves over time or is language change just a matter of socio-historical contingency? While the balance of evidence has been ambiguous and controversial, we identify here a neurophysiological constraint on the processing of language that has a systematic effect on the evolution of how noun phrases are marked by case (i.e. by such contrasts as between the English base form she and the object form her). In neurophysiological experiments across diverse languages we found that during processing, participants initially interpret the first base-form noun phrase they hear (e.g. she…) as an agent (which would fit a continuation like … greeted him), even when the sentence later requires the interpretation of a patient role (as in … was greeted). We show that this processing principle is also operative in Hindi, a language where initial base-form noun phrases most commonly denote patients because many agents receive a special case marker ("ergative") and are often left out in discourse. This finding suggests that the principle is species-wide and independent of the structural affordances of specific languages. As such, the principle favors the development and maintenance of case-marking systems that equate base-form cases with agents rather than with patients. We confirm this evolutionary bias by statistical analyses of phylogenetic signals in over 600 languages worldwide, controlling for confounding effects from language contact. Our findings suggest that at least one core property of grammar systematically adapts in its evolution to the neurophysiological conditions of the brain, independently of socio-historical factors. This opens up new avenues for understanding how specific properties of grammar have developed in tight interaction with the biological evolution of our species. PMID:26267884

  7. Modeling Coevolution between Language and Memory Capacity during Language Origin.

    PubMed

    Gong, Tao; Shuai, Lan

    2015-01-01

    Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language. PMID:26544876

  8. Modeling Coevolution between Language and Memory Capacity during Language Origin

    PubMed Central

    Gong, Tao; Shuai, Lan

    2015-01-01

    Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language. PMID:26544876

  9. The evolution of representation in simple cognitive networks.

    PubMed

    Marstaller, Lars; Hintze, Arend; Adami, Christoph

    2013-08-01

    Representations are internal models of the environment that can provide guidance to a behaving agent, even in the absence of sensory information. It is not clear how representations are developed and whether they are necessary or even essential for intelligent behavior. We argue here that the ability to represent relevant features of the environment is the expected consequence of an adaptive process, give a formal definition of representation based on information theory, and quantify it with a measure R. To measure how R changes over time, we evolve two types of networks--an artificial neural network and a network of hidden Markov gates--to solve a categorization task using a genetic algorithm. We find that the capacity to represent increases during evolutionary adaptation and that agents form representations of their environment during their lifetime. This ability allows the agents to act on sensorial inputs in the context of their acquired representations and enables complex and context-dependent behavior. We examine which concepts (features of the environment) our networks are representing, how the representations are logically encoded in the networks, and how they form as an agent behaves to solve a task. We conclude that R should be able to quantify the representations within any cognitive system and should be predictive of an agent's long-term adaptive success. PMID:23663146

  10. The Evolution of English Language Teaching during Societal Transition in Finland--A Mutual Relationship or a Distinctive Process?

    ERIC Educational Resources Information Center

    Jaatinen, Riitta; Saarivirta, Toni

    2014-01-01

    This study describes the evolution of English language teaching in Finland and looks into the connections of the societal and educational changes in the country as explanatory factors in the process. The results of the study show that the language teaching methodology and the status of foreign languages in Finland are clearly connected to the…

  11. Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.

    PubMed

    Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María del Mar; López-López, Francisco

    2014-12-01

    The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. PMID:25240218

  12. Time, space, and events in language and cognition: a comparative view.

    PubMed

    Sinha, Chris; Gärdenfors, Peter

    2014-10-01

    We propose an event-based account of the cognitive and linguistic representation of time and temporal relations. Human beings differ from nonhuman animals in entertaining and communicating elaborate detached (as opposed to cued) event representations and temporal relational schemas. We distinguish deictically based (D-time) from sequentially based (S-time) representations, identifying these with the philosophical categories of A-series and B-series time. On the basis of cross-linguistic data, we claim that all cultures employ both D-time and S-time representations. We outline a cognitive model of event structure, emphasizing that this does not entail an explicit, separate representation of a time dimension. We propose that the notion of an event-independent, metric "time as such" is not universal, but a cultural and historical construction based on cognitive technologies for measuring time intervals. We critically examine claims that time is universally conceptualized in terms of spatial metaphors, and hypothesize that systematic space-time metaphor is only found in languages and cultures that have constructed the notion of time as a separate dimension. We emphasize the importance of distinguishing what is universal from what is variable in cultural and linguistic representations of time, and speculate on the general implications of an event-based understanding of time. PMID:25098724

  13. Assessment of Cognition and Language in the Early Diagnosis of Autism Spectrum Disorder: Usefulness of the Bayley Scales of Infant and Toddler Development, Third Edition

    ERIC Educational Resources Information Center

    Torras-Mañá, M.; Gómez-Morales, A.; González-Gimeno, I.; Fornieles-Deu, A.; Brun-Gasca, C.

    2016-01-01

    Background: The aim of this study was to test the usefulness of the Cognitive and Language scales Bayley-III in the early assessment of cognitive and language functions in the context of an autism spectrum disorder (ASD) diagnosis. This paper focuses on the application of the Bayley-III and studies the predictive value of the test result in…

  14. Effects of Maternal Sensitivity and Cognitive and Linguistic Stimulation on Cochlear Implant Users' Language Development over Four Years

    PubMed Central

    Quittner, Alexandra L.; Cruz, Ivette; Barker, David H.; Tobey, Emily; Eisenberg, Laurie S.; Niparko, John K.

    2013-01-01

    Objectives To examine the effects of observed maternal sensitivity (MS), cognitive stimulation (CS), and linguistic stimulation on the 4-year growth of oral language in young, deaf children receiving a cochlear implant. Previous studies of cochlear implants have not considered the effects of parental behaviors on language outcomes. Study design In this prospective, multisite study, we evaluated parent–child interactions during structured and unstructured play tasks and their effects on oral language development in 188 deaf children receiving a cochlear implant and 97 normal-hearing children as controls. Parent–child interactions were rated on a 7-point scale using the National Institute of Child Health and Human Development's Early Childcare Study codes, which have well-established psychometric properties. Language was assessed using the MacArthur Bates Communicative Development Inventories, the Reynell Developmental Language Scales, and the Comprehensive Assessment of Spoken Language. Results We used mixed longitudinal modeling to test our hypotheses. After accounting for early hearing experience and child and family demographics, MS and CS predicted significant increases in the growth of oral language. Linguistic stimulation was related to language growth only in the context of high MS. Conclusion The magnitude of effects of MS and CS on the growth of language was similar to that found for age at cochlear implantation, suggesting that addressing parenting behaviors is a critical target for early language learning after implantation. PMID:22985723

  15. The evolution of error: error management, cognitive constraints, and adaptive decision-making biases.

    PubMed

    Johnson, Dominic D P; Blumstein, Daniel T; Fowler, James H; Haselton, Martie G

    2013-08-01

    Counterintuitively, biases in behavior or cognition can improve decision making. Under conditions of uncertainty and asymmetric costs of 'false-positive' and 'false-negative' errors, biases can lead to mistakes in one direction but - in so doing - steer us away from more costly mistakes in the other direction. For example, we sometimes think sticks are snakes (which is harmless), but rarely that snakes are sticks (which can be deadly). We suggest that 'error management' biases: (i) have been independently identified by multiple interdisciplinary studies, suggesting the phenomenon is robust across domains, disciplines, and methodologies; (ii) represent a general feature of life, with common sources of variation; and (iii) offer an explanation, in error management theory (EMT), for the evolution of cognitive biases as the best way to manage errors under cognitive and evolutionary constraints. PMID:23787087

  16. The evolution of hyperactivity, impulsivity and cognitive diversity

    PubMed Central

    Williams, Jonathan; Taylor, Eric

    2005-01-01

    The evolutionary status of attention deficit/hyperactivity disorder (ADHD) is central to assessments of whether modern society has created it, either physically or socially; and is potentially useful in understanding its neurobiological basis and treatment. The high prevalence of ADHD (5–10%) and its association with the seven-repeat allele of DRD4, which is positively selected in evolution, raise the possibility that ADHD increases the reproductive fitness of the individual, and/or the group. However, previous suggestions of evolutionary roles for ADHD have not accounted for its confinement to a substantial minority. Because one of the key features of ADHD is its diversity, and many benefits of population diversity are well recognized (as in immunity), we study the impact of groups' behavioural diversity on their fitness. Diversity occurs along many dimensions, and for simplicity we choose unpredictability (or variability), excess of which is a well-established characteristic of ADHD. Simulations of the Changing Food group task show that unpredictable behaviour by a minority optimizes results for the group. Characteristics of such group exploration tasks are risk-taking, in which costs are borne mainly by the individual; and information-sharing, in which benefits accrue to the entire group. Hence, this work is closely linked to previous studies of evolved altruism. We conclude that even individually impairing combinations of genes, such as ADHD, can carry specific benefits for society, which can be selected for at that level, rather than being merely genetic coincidences with effects confined to the individual. The social benefits conferred by diversity occur both inside and outside the ‘normal’ range, and these may be distinct. This view has the additional merit of offering explanations for the prevalence, sex and age distribution, severity distribution and heterogeneity of ADHD. PMID:16849269

  17. Reconsidering the evolution of brain, cognition, and behavior in birds and mammals.

    PubMed

    Willemet, Romain

    2013-01-01

    Despite decades of research, some of the most basic issues concerning the extraordinarily complex brains and behavior of birds and mammals, such as the factors responsible for the diversity of brain size and composition, are still unclear. This is partly due to a number of conceptual and methodological issues. Determining species and group differences in brain composition requires accounting for the presence of taxon-cerebrotypes and the use of precise statistical methods. The role of allometry in determining brain variables should be revised. In particular, bird and mammalian brains appear to have evolved in response to a variety of selective pressures influencing both brain size and composition. "Brain" and "cognition" are indeed meta-variables, made up of the variables that are ecologically relevant and evolutionarily selected. External indicators of species differences in cognition and behavior are limited by the complexity of these differences. Indeed, behavioral differences between species and individuals are caused by cognitive and affective components. Although intra-species variability forms the basis of species evolution, some of the mechanisms underlying individual differences in brain and behavior appear to differ from those between species. While many issues have persisted over the years because of a lack of appropriate data or methods to test them; several fallacies, particularly those related to the human brain, reflect scientists' preconceptions. The theoretical framework on the evolution of brain, cognition, and behavior in birds and mammals should be reconsidered with these biases in mind. PMID:23847570

  18. Language, Culture and Cognition: A Collection of Studies in First and Second Language Acquisition. Multilingual Matters 69.

    ERIC Educational Resources Information Center

    Malave, Lilliam M., Ed.; Duquette, Georges, Ed.

    Papers on language processing, culture, and language learning and teaching include: "A Theory of Intelligence as Semiosis: With a Couple of Comments on Interlanguage Development" (John W. Oller, Jr.); "Along the Way: Interlanguage Systems in Second Language Acquisition" (Larry Selinker); "Strategy and Tactics in Second Language Acquisition"…

  19. Situating Language Production within the Matrix of Human Cognition: The State of the Art in Language Production Research

    ERIC Educational Resources Information Center

    Goldrick, Matthew; Costa, Albert; Schiller, Niels O.

    2008-01-01

    A summary of recent work in language production is presented, focusing on the "Third International Workshop on Language Production" (Chicago, USA, August 2006). The articles included in this special issue focus on three overlapping themes: language production in dialogue (Arnold; Costa, Pickering, & Sorace); multilingual language production (Costa…

  20. Concept-Based Approach to Second Language Teaching and Learning: Cognitive Lingusitics-Inspired Instruction of English Phrasal Verbs

    ERIC Educational Resources Information Center

    Lee, Hyewon

    2012-01-01

    In recent years, L2 researchers from the sociocultural and cognitive linguistic perspectives have emphasized the importance of properly organized explicit and in-depth grammar instruction for second or foreign language learning. Such instruction is believed to lead learners to systematic understanding of the target features faster and more…

  1. Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

    PubMed

    Kim, Young-Suk Grace

    2016-01-01

    We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. PMID:26342474

  2. C[superscript 4] (C Quad): Development of the Application for Language Learning Based on Social and Cognitive Presences

    ERIC Educational Resources Information Center

    Yamada, Masanori; Goda, Yoshiko; Matsukawa, Hideya; Hata, Kojiro; Yasunami, Seisuke

    2013-01-01

    This research aims to develop collaborative language learning systems based on social and cognitive presence for learning settings out of class, and evaluate their effects on learning attitude and performance. The main purpose of this system is focusing on the building of a learning community, therefore the Community of Inquiry (CoI) framework…

  3. Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for Three Years

    ERIC Educational Resources Information Center

    Nicolay, Anne-Catherine; Poncelet, Martine

    2013-01-01

    Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old…

  4. Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development

    ERIC Educational Resources Information Center

    Tamis-LeMonda, Catherine S.; Shannon, Jacqueline D.; Cabrera, Natasha J.; Lamb, Michael E.

    2004-01-01

    Fatherchild and motherchild engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a raciallyethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n290). Fatherchild and motherchild…

  5. At the Intersection of Cognition and Grammar: Deficits Comprehending Counterfactuals in Turkish Children with Specific Language Impairment

    ERIC Educational Resources Information Center

    Duman, Tuba Yarbay; Blom, Elma; Topbas, Seyhun

    2015-01-01

    Purpose: This study investigated the comprehension of counterfactual conditionals in monolingual Turkish children with specific language impairment (SLI) and typically developing (TD) children. Comprehending counterfactuals requires a well-developed cognitive system (Beck, Riggs, & Gorniak, 2009). Children with SLI have impaired cognitive…

  6. Cognitive and Language Function in Aphasic Patients Assessed With the Korean Version of Mini-Mental Status Examination

    PubMed Central

    Kang, Eun Kyoung; Jeong, Hyun Sun; Moon, Eun Rhan; Lee, Joo Young

    2016-01-01

    Objective To assess the clinical usefulness of the relatively short instrument, the Korean version of the Mini-Mental State Examination (MMSE-K), for testing the association between cognition and language function in subacute post-stroke aphasia patients. Methods Medical charts of 111 post-stroke patients (65 men; age 69.6±10.0 years; 124.6±80.6 days post-onset) were reviewed retrospectively. All patients were assessed longitudinally for aphasia using the validated Korean version of the Western Aphasia Battery (K-WAB) and for cognition using the MMSE-K. Patients were categorized and analyzed according to 3 aphasia-severity clusters. Results All subscales of the K-WAB showed significant improvement in follow-up assessments in all groups (p<0.05 or p<0.01). Only the scores of orientation, language function, and total score of MMSE-K showed significant improvement in all groups (p<0.01). The more severely impaired group showed stronger Pearson correlation coefficients between cognition and language function. Additionally, comparisons between correlation coefficients showed that the association of improvement in orientation with that of fluency and AQ% (aphasia quotient %) was significant in the more severely impaired group. Conclusion Among subacute post-stroke aphasic patients, patients with more severe aphasia showed greater impairments to cognitive function; in addition, recovery of orientation may be related to recovery of language function. PMID:26949682

  7. The maps problem and the mapping problem: Two challenges for a cognitive neuroscience of speech and language

    PubMed Central

    Poeppel, David

    2012-01-01

    Research on the brain basis of speech and language faces theoretical and empirical challenges. The majority of current research, dominated by imaging, deficit-lesion, and electrophysiological techniques, seeks to identify regions that underpin aspects of language processing such as phonology, syntax, or semantics. The emphasis lies on localization and spatial characterization of function. The first part of the paper deals with a practical challenge that arises in the context of such a research program. This maps problem concerns the extent to which spatial information and localization can satisfy the explanatory needs for perception and cognition. Several areas of investigation exemplify how the neural basis of speech and language is discussed in those terms (regions, streams, hemispheres, networks). The second part of the paper turns to a more troublesome challenge, namely how to formulate the formal links between neurobiology and cognition. This principled problem thus addresses the relation between the primitives of cognition (here speech, language) and neurobiology. Dealing with this mapping problem invites the development of linking hypotheses between the domains. The cognitive sciences provide granular, theoretically motivated claims about the structure of various domains (the ‘cognome’); neurobiology, similarly, provides a list of the available neural structures. However, explanatory connections will require crafting computationally explicit linking hypotheses at the right level of abstraction. For both the practical maps problem and the principled mapping problem, developmental approaches and evidence can play a central role in the resolution. PMID:23017085

  8. Socio-Cultural Differences and the Adjustment of Mothers' Speech to Their Children's Cognitive and Language Comprehension Skills

    ERIC Educational Resources Information Center

    Fidalgo, Z.; Pereira, F.

    2005-01-01

    This study compares the ways in which mothers with two different levels of education adjust to their 3-to-5 year-old children's cognitive and language comprehension skills when engaged in different tasks, such as doing jigsaw puzzles, seriation and laying a table. The children were divided into groups with a low and a high level of development, as…

  9. How Neighborhoods Matter for Rural and Urban Children's Language and Cognitive Development at Kindergarten and Grade 4

    ERIC Educational Resources Information Center

    Lloyd, Jennifer E. V.; Hertzman, Clyde

    2010-01-01

    The authors took a population-based approach to testing how commonly studied neighborhood socioeconomic conditions are associated with the language and cognitive outcomes of residentially stable rural and urban children tracked from kindergarten (ages 5-6) to Grade 4 (ages 9-10). Child-level kindergarten Early Development Instrument (EDI) data…

  10. Exploring Teachers' Knowledge of Second Language Pronunciation Techniques: Teacher Cognitions, Observed Classroom Practices, and Student Perceptions

    ERIC Educational Resources Information Center

    Baker, Amanda

    2014-01-01

    This study explored some of the intricate connections between the cognitions (beliefs, knowledge, perceptions, attitudes) and pedagogical practices of five English language teachers, specifically in relation to pronunciation-oriented techniques. Integral to the study was the use of semistructured interviews, classroom observations, and stimulated…

  11. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  12. Sentence Comprehension in Specific Language Impairment: A Task Designed to Distinguish between Cognitive Capacity and Syntactic Complexity

    ERIC Educational Resources Information Center

    Leonard, Laurence B.; Deevy, Patricia; Fey, Marc E.; Bredin-Oja, Shelley L.

    2013-01-01

    Purpose: This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Method: Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing…

  13. Awake surgery between art and science. Part II: language and cognitive mapping

    PubMed Central

    Talacchi, Andrea; Santini, Barbara; Casartelli, Marilena; Monti, Alessia; Capasso, Rita; Miceli, Gabriele

    Summary Direct cortical and subcortical stimulation has been claimed to be the gold standard for exploring brain function. In this field, efforts are now being made to move from intraoperative naming-assisted surgical resection towards the use of other language and cognitive tasks. However, before relying on new protocols and new techniques, we need a multi-staged system of evidence (low and high) relating to each step of functional mapping and its clinical validity. In this article we examine the possibilities and limits of brain mapping with the aid of a visual object naming task and various other tasks used to date. The methodological aspects of intraoperative brain mapping, as well as the clinical and operative settings, were discussed in Part I of this review. PMID:24139658

  14. What changes in neural oscillations can reveal about developmental cognitive neuroscience: Language development as a case in point

    PubMed Central

    Maguire, Mandy J.; Abel, Alyson D.

    2013-01-01

    EEG is a primary method for studying temporally precise neuronal processes across the lifespan. Most of this work focuses on Event Related Potentials (ERPs); however, using time-locked time frequency analysis to decompose the EEG signal can identify and distinguish multiple changes in brain oscillations underlying cognition (Bastiaansen et al., 2010). Further this measure is thought to reflect changes in inter-neuronal communication more directly than ERPs (Nunez & Srinivasan, 2006). Although time frequency has elucidated cognitive processes in adults, applying it to cognitive development is still rare. Here, we review the basics of neuronal oscillations, some of what they reveal about adult cognitive function, and what little is known relating to children. We focus on language because it develops early and engages complex cortical networks. Additionally, because time frequency analysis of the EEG related to adult language comprehension has been incredibly informative, using similar methods with children will shed new light on current theories of language development and increase our understanding of how neural processes change over the lifespan. Our goal is to emphasize the power of this methodology and encourage its use throughout developmental cognitive neuroscience. PMID:24060670

  15. Conceptual and empirical problems with game theoretic approaches to language evolution

    PubMed Central

    Watumull, Jeffrey; Hauser, Marc D.

    2014-01-01

    The importance of game theoretic models to evolutionary theory has been in formulating elegant equations that specify the strategies to be played and the conditions to be satisfied for particular traits to evolve. These models, in conjunction with experimental tests of their predictions, have successfully described and explained the costs and benefits of varying strategies and the dynamics for establishing equilibria in a number of evolutionary scenarios, including especially cooperation, mating, and aggression. Over the past decade or so, game theory has been applied to model the evolution of language. In contrast to the aforementioned scenarios, however, we argue that these models are problematic due to conceptual confusions and empirical difficiences. In particular, these models conflate the comptutations and representations of our language faculty (mechanism) with its utility in communication (function); model languages as having different fitness functions for which there is no evidence; depend on assumptions for the starting state of the system, thereby begging the question of how these systems evolved; and to date, have generated no empirical studies at all. Game theoretic models of language evolution have therefore failed to advance how or why language evolved, or why it has the particular representations and computations that it does. We conclude with some brief suggestions for how this situation might be ameliorated, enabling this important theoretical tool to make substantive empirical contributions. PMID:24678305

  16. Conceptual and empirical problems with game theoretic approaches to language evolution.

    PubMed

    Watumull, Jeffrey; Hauser, Marc D

    2014-01-01

    The importance of game theoretic models to evolutionary theory has been in formulating elegant equations that specify the strategies to be played and the conditions to be satisfied for particular traits to evolve. These models, in conjunction with experimental tests of their predictions, have successfully described and explained the costs and benefits of varying strategies and the dynamics for establishing equilibria in a number of evolutionary scenarios, including especially cooperation, mating, and aggression. Over the past decade or so, game theory has been applied to model the evolution of language. In contrast to the aforementioned scenarios, however, we argue that these models are problematic due to conceptual confusions and empirical difficiences. In particular, these models conflate the comptutations and representations of our language faculty (mechanism) with its utility in communication (function); model languages as having different fitness functions for which there is no evidence; depend on assumptions for the starting state of the system, thereby begging the question of how these systems evolved; and to date, have generated no empirical studies at all. Game theoretic models of language evolution have therefore failed to advance how or why language evolved, or why it has the particular representations and computations that it does. We conclude with some brief suggestions for how this situation might be ameliorated, enabling this important theoretical tool to make substantive empirical contributions. PMID:24678305

  17. Experimental evidence for the co-evolution of hominin tool-making teaching and language.

    PubMed

    Morgan, T J H; Uomini, N T; Rendell, L E; Chouinard-Thuly, L; Street, S E; Lewis, H M; Cross, C P; Evans, C; Kearney, R; de la Torre, I; Whiten, A; Laland, K N

    2015-01-01

    Hominin reliance on Oldowan stone tools-which appear from 2.5 mya and are believed to have been socially transmitted-has been hypothesized to have led to the evolution of teaching and language. Here we present an experiment investigating the efficacy of transmission of Oldowan tool-making skills along chains of adult human participants (N=184) using five different transmission mechanisms. Across six measures, transmission improves with teaching, and particularly with language, but not with imitation or emulation. Our results support the hypothesis that hominin reliance on stone tool-making generated selection for teaching and language, and imply that (i) low-fidelity social transmission, such as imitation/emulation, may have contributed to the ~700,000 year stasis of the Oldowan technocomplex, and (ii) teaching or proto-language may have been pre-requisites for the appearance of Acheulean technology. This work supports a gradual evolution of language, with simple symbolic communication preceding behavioural modernity by hundreds of thousands of years. PMID:25585382

  18. Experimental Evidence for the Co-Evolution of Hominin Tool-Making Teaching and Language

    PubMed Central

    Morgan, T.J.H.; Uomini, N. T.; Rendell, L.E.; Chouinard-Thuly, L.; Street, S. E.; Lewis, H. M.; Cross, C. P.; Evans, C.; Kearney, R.; De la Torre, I.; Whiten, A.; Laland, K.N.

    2014-01-01

    Hominin reliance on Oldowan stone tools – which appear from 2.5mya and are believed to have been socially transmitted – has been hypothesised to have led to the evolution of teaching and language. Here we present an experiment investigating the efficacy of transmission of Oldowan tool-making skills along chains of adult human participants (N=184) using 5 different transmission mechanisms. Across six measures, transmission improves with teaching, and particularly with language, but not with imitation or emulation. Our results support the hypothesis that hominin reliance on stone tool-making generated selection for teaching and language and imply that (i) low-fidelity social transmission, such as imitation/emulation, may have contributed to the ~700,000 year stasis of the Oldowan technocomplex, and (ii) teaching or proto-language may have been pre-requisites for the appearance of Acheulean technology. This work supports a gradual evolution of language, with simple symbolic communication preceding behavioural modernity by hundreds of thousands of years. PMID:25585382

  19. Evolution of Climate Science Modelling Language within international standards frameworks

    NASA Astrophysics Data System (ADS)

    Lowe, Dominic; Woolf, Andrew

    2010-05-01

    The Climate Science Modelling Language (CSML) was originally developed as part of the NERC Data Grid (NDG) project in the UK. It was one of the first Geography Markup Language (GML) application schemas describing complex feature types for the metocean domain. CSML feature types can be used to describe typical climate products such as model runs or atmospheric profiles. CSML has been successfully used within NDG to provide harmonised access to a number of different data sources. For example, meteorological observations held in heterogeneous databases by the British Atmospheric Data Centre (BADC) and Centre for Ecology and Hydrology (CEH) were served uniformly as CSML features via Web Feature Service. CSML has now been substantially revised to harmonise it with the latest developments in OGC and ISO conceptual modelling for geographic information. In particular, CSML is now aligned with the near-final ISO 19156 Observations & Measurements (O&M) standard. CSML combines the O&M concept of 'sampling features' together with an observation result based on the coverage model (ISO 19123). This general pattern is specialised for particular data types of interest, classified on the basis of sampling geometry and topology. In parallel work, the OGC Met Ocean Domain Working Group has established a conceptual modelling activity. This is a cross-organisational effort aimed at reaching consensus on a common core data model that could be re-used in a number of met-related application areas: operational meteorology, aviation meteorology, climate studies, and the research community. It is significant to note that this group has also identified sampling geometry and topology as a key classification axis for data types. Using the Model Driven Architecture (MDA) approach as adopted by INSPIRE we demonstrate how the CSML application schema is derived from a formal UML conceptual model based on the ISO TC211 framework. By employing MDA tools which map consistently between UML and GML we

  20. The origins of language and the evolution of music: A comparative perspective

    NASA Astrophysics Data System (ADS)

    Masataka, Nobuo

    2009-03-01

    According to Darwin [Darwin, CR. The descent of man, and selection in relation to sex. London: John Murray; 1871], the human musical faculty ‘must be ranked amongst the most mysterious with which he is endowed’. Music is a human cultural universal that serves no obvious adaptive purpose, making its evolution a puzzle for evolutionary biologists. This review examines Darwin's hypothesis of similarities between language and music indicating a shared evolutionary history. In particular, the fact that both are human universals, have phrase structure, and entail learning and cultural transmission, suggests that any theory of the evolution of language will have implications for the evolution of music, and vice versa. The argument starts by describing variable predispositional musical capabilities and the ontogeny of prosodic communication in human infants and young children, presenting comparative data regarding communication systems commonly present in living nonhuman primate species. Like language, the human music faculty is based on a suite of abilities, some of which are shared with other primates and some of which appear to be uniquely human. Each of these subcomponents may have a different evolutionary history, and should be discussed separately. After briefly considering possible functions of human music for language acquisition, the review ends by discussing the phylogenetic history of music. It concludes that many strands of evidence support Darwin's hypothesis of an intermediate stage of human evolutionary history, characterized by a communication system that resembled music more closely than language, but was identical to neither. This pre-linguistic system, which could probably referred to as “prosodic protolanguage”, provided a precursor for both modern language and music.

  1. The origins of language and the evolution of music: A comparative perspective.

    PubMed

    Masataka, Nobuo

    2009-03-01

    According to Darwin [Darwin, CR. The descent of man, and selection in relation to sex. London: John Murray; 1871], the human musical faculty 'must be ranked amongst the most mysterious with which he is endowed'. Music is a human cultural universal that serves no obvious adaptive purpose, making its evolution a puzzle for evolutionary biologists. This review examines Darwin's hypothesis of similarities between language and music indicating a shared evolutionary history. In particular, the fact that both are human universals, have phrase structure, and entail learning and cultural transmission, suggests that any theory of the evolution of language will have implications for the evolution of music, and vice versa. The argument starts by describing variable predispositional musical capabilities and the ontogeny of prosodic communication in human infants and young children, presenting comparative data regarding communication systems commonly present in living nonhuman primate species. Like language, the human music faculty is based on a suite of abilities, some of which are shared with other primates and some of which appear to be uniquely human. Each of these subcomponents may have a different evolutionary history, and should be discussed separately. After briefly considering possible functions of human music for language acquisition, the review ends by discussing the phylogenetic history of music. It concludes that many strands of evidence support Darwin's hypothesis of an intermediate stage of human evolutionary history, characterized by a communication system that resembled music more closely than language, but was identical to neither. This pre-linguistic system, which could probably referred to as "prosodic protolanguage", provided a precursor for both modern language and music. PMID:22537940

  2. The evolution processes of DNA sequences, languages and carols

    NASA Astrophysics Data System (ADS)

    Hauck, Jürgen; Henkel, Dorothea; Mika, Klaus

    2001-04-01

    The sequences of bases A, T, C and G of about 100 enolase, secA and cytochrome DNA were analyzed for attractive or repulsive interactions by the numbers T 1,T 2,T 3; r of nearest, next-nearest and third neighbor bases of the same kind and the concentration r=other bases/analyzed base. The area of possible T1, T2 values is limited by the linear borders T 2=2T 1-2, T 2=0 or T1=0 for clustering, attractive or repulsive interactions and the border T2=-2 T1+2(2- r) for a variation from repulsive to attractive interactions at r⩽2. Clustering is preferred by most bases in sequences of enolases and secA’ s. Major deviations with repulsive interactions of some bases are observed for archaea bacteria in secA and for highly developed animals and the human species in enolase sequences. The borders of the structure map for enthalpy stabilized structures with maximum interactions are approached in few cases. Most letters of the natural languages and some music notes are at the borders of the structure map.

  3. The interpersonal context of client motivational language in cognitive-behavioral therapy.

    PubMed

    Sijercic, Iris; Button, Melissa L; Westra, Henny A; Hara, Kimberley M

    2016-03-01

    Previous research has found that client motivational language (especially arguments against change or counterchange talk; CCT) in early therapy sessions is a reliable predictor of therapy process and outcomes across a broad range of treatments including cognitive-behavioral therapy (CBT). Existing studies have considered the general occurrence of CCT, but the present study differentiated 2 types of CCT in early CBT sessions for 37 clients with generalized anxiety disorder: (a) statements that are uttered to express ambivalence regarding change versus (b) statements that are intended to oppose the therapist or therapy. Two process coding systems were used to accomplish this differentiation. Findings indicated that a higher number of CCT statements that occurred in the presence of resistance (opposition to the therapist or therapy) were a substantive and consistent predictor of lower homework compliance and poorer outcomes, up to 1 year posttreatment. Moreover, when both types of CCT were considered together, only opposition CCT was related to outcomes, and ambivalent CCT was not significantly predictive of proximal and distal outcomes. These findings suggest that the interpersonal context in which CCT statements occur may be critically important to their predictive capacity. More broadly, the findings of this study have implications for the future study of client motivational language and underscore the clinical importance of detecting opposition CCT. PMID:26011747

  4. Speech and gesture in spatial language and cognition among the Yucatec Mayas.

    PubMed

    Le Guen, Olivier

    2011-07-01

    In previous analyses of the influence of language on cognition, speech has been the main channel examined. In studies conducted among Yucatec Mayas, efforts to determine the preferred frame of reference in use in this community have failed to reach an agreement (Bohnemeyer & Stolz, 2006; Levinson, 2003 vs. Le Guen, 2006, 2009). This paper argues for a multimodal analysis of language that encompasses gesture as well as speech, and shows that the preferred frame of reference in Yucatec Maya is only detectable through the analysis of co-speech gesture and not through speech alone. A series of experiments compares knowledge of the semantics of spatial terms, performance on nonlinguistic tasks and gestures produced by men and women. The results show a striking gender difference in the knowledge of the semantics of spatial terms, but an equal preference for a geocentric frame of reference in nonverbal tasks. In a localization task, participants used a variety of strategies in their speech, but they all exhibited a systematic preference for a geocentric frame of reference in their gestures. PMID:21668826

  5. Cognition, Language, and Clinical Pathological Features of Non-Alzheimer’s Dementias: An Overview

    PubMed Central

    Reilly, Jamie; Rodriguez, Amy; Lamy, Martine; Neils-Strunjas, Jean

    2010-01-01

    There are many distinct forms of dementia whose pharmacological and behavioral management differ. Differential diagnosis among the dementia variants currently relies upon a weighted combination of genetic and protein biomarkers, neuroanatomical integrity, and behavior. Diagnostic specificity is complicated by a high degree of overlap in the initial presenting symptoms across dementia subtypes. For this reason, reliable markers are of considerable diagnostic value. Communication disorders have proven to be among the strongest predictors for discriminating among dementia subtypes. As such, Speech-Language Pathologists may be poised to make an increasingly visible contribution to dementia diagnosis and its ongoing management. The value and durability of this potential contribution, however, demands an improved discipline-wide knowledge base about the unique features associated with different dementia variants. To this end we provide an overview of cognition, language, and clinical pathological features of four of the most common non-Alzheimer’s dementias: Frontotemporal Dementia, Vascular Dementia, Lewy Body Disease Dementia, and Parkinson’s Disease Dementia. PMID:20493496

  6. Electrocorticographic Activation within Human Auditory Cortex during Dialog-Based Language and Cognitive Testing.

    PubMed

    Nourski, Kirill V; Steinschneider, Mitchell; Rhone, Ariane E

    2016-01-01

    Current models of cortical speech and language processing include multiple regions within the temporal lobe of both hemispheres. Human communication, by necessity, involves complex interactions between regions subserving speech and language processing with those involved in more general cognitive functions. To assess these interactions, we utilized an ecologically salient conversation-based approach. This approach mandates that we first clarify activity patterns at the earliest stages of cortical speech processing. Therefore, we examined high gamma (70-150 Hz) responses within the electrocorticogram (ECoG) recorded simultaneously from Heschl's gyrus (HG) and lateral surface of the superior temporal gyrus (STG). Subjects were neurosurgical patients undergoing evaluation for treatment of medically intractable epilepsy. They performed an expanded version of the Mini-mental state examination (MMSE), which included additional spelling, naming, and memory-based tasks. ECoG was recorded from HG and the STG using multicontact depth and subdural electrode arrays, respectively. Differences in high gamma activity during listening to the interviewer and the subject's self-generated verbal responses were quantified for each recording site and across sites within HG and STG. The expanded MMSE produced widespread activation in auditory cortex of both hemispheres. No significant difference was found between activity during listening to the interviewer's questions and the subject's answers in posteromedial HG (auditory core cortex). A different pattern was observed throughout anterolateral HG and posterior and middle portions of lateral STG (non-core auditory cortical areas), where activity was significantly greater during listening compared to speaking. No systematic task-specific differences in the degree of suppression during speaking relative to listening were found in posterior and middle STG. Individual sites could, however, exhibit task-related variability in the degree of

  7. Electrocorticographic Activation within Human Auditory Cortex during Dialog-Based Language and Cognitive Testing

    PubMed Central

    Nourski, Kirill V.; Steinschneider, Mitchell; Rhone, Ariane E.

    2016-01-01

    Current models of cortical speech and language processing include multiple regions within the temporal lobe of both hemispheres. Human communication, by necessity, involves complex interactions between regions subserving speech and language processing with those involved in more general cognitive functions. To assess these interactions, we utilized an ecologically salient conversation-based approach. This approach mandates that we first clarify activity patterns at the earliest stages of cortical speech processing. Therefore, we examined high gamma (70–150 Hz) responses within the electrocorticogram (ECoG) recorded simultaneously from Heschl’s gyrus (HG) and lateral surface of the superior temporal gyrus (STG). Subjects were neurosurgical patients undergoing evaluation for treatment of medically intractable epilepsy. They performed an expanded version of the Mini-mental state examination (MMSE), which included additional spelling, naming, and memory-based tasks. ECoG was recorded from HG and the STG using multicontact depth and subdural electrode arrays, respectively. Differences in high gamma activity during listening to the interviewer and the subject’s self-generated verbal responses were quantified for each recording site and across sites within HG and STG. The expanded MMSE produced widespread activation in auditory cortex of both hemispheres. No significant difference was found between activity during listening to the interviewer’s questions and the subject’s answers in posteromedial HG (auditory core cortex). A different pattern was observed throughout anterolateral HG and posterior and middle portions of lateral STG (non-core auditory cortical areas), where activity was significantly greater during listening compared to speaking. No systematic task-specific differences in the degree of suppression during speaking relative to listening were found in posterior and middle STG. Individual sites could, however, exhibit task-related variability in the

  8. The modern era of research on language evolution: Moving forward. Comment on "Towards a computational comparative neuroprimatology: Framing the language-ready brain" by Michael A. Arbib

    NASA Astrophysics Data System (ADS)

    Stout, Dietrich

    2016-03-01

    Twenty-five years ago, Pinker and Bloom [1] helped reinvigorate research on language evolution by arguing that language "shows signs of complex design for the communication of propositional structures, and the only explanation for the origin of organs with complex design is the process of natural selection." Since then, empirical research has tested the assertions of (cross-cultural) universality, (cross-species) uniqueness, and (cross-domain) specificity underpinning this argument from design. Appearances aside, points of consensus have emerged. The existence of a core computational and neural substrate unique to language and/or humans is still debated, but it is widely agreed that: 1) human language performance overlaps with behaviors in other domains and species, and 2) such general, pre-existing capacities provided the context for language-specific evolution (e.g. [2]).

  9. Social and Cognitive Factors in Second Language Acquisition: Selected Proceedings of the 1999 Second Language Research Forum.

    ERIC Educational Resources Information Center

    Swierzbin, Bonnie, Ed.; Morris, Frank, Ed.; Anderson, Michael E., Ed.; Klee, Carol A., Ed.; Tarone, Elaine, Ed.

    This edited volume includes the following chapters: "Three Kinds of Sociolinguistics and SLA: A Psycholinguistic Perspective" (Dennis R. Preston); "Getting Serious about Language Play: Language Play, Interlanguage Variation, and Second Language Acquisition" (Elaine Tarone); "Oppositional Talk and the Acquisition of Modality in L2 English" (Tom…

  10. Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

    ERIC Educational Resources Information Center

    Feryok, Anne; Oranje, Jo

    2015-01-01

    Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

  11. Reconsidering the evolution of brain, cognition, and behavior in birds and mammals

    PubMed Central

    Willemet, Romain

    2013-01-01

    Despite decades of research, some of the most basic issues concerning the extraordinarily complex brains and behavior of birds and mammals, such as the factors responsible for the diversity of brain size and composition, are still unclear. This is partly due to a number of conceptual and methodological issues. Determining species and group differences in brain composition requires accounting for the presence of taxon-cerebrotypes and the use of precise statistical methods. The role of allometry in determining brain variables should be revised. In particular, bird and mammalian brains appear to have evolved in response to a variety of selective pressures influencing both brain size and composition. “Brain” and “cognition” are indeed meta-variables, made up of the variables that are ecologically relevant and evolutionarily selected. External indicators of species differences in cognition and behavior are limited by the complexity of these differences. Indeed, behavioral differences between species and individuals are caused by cognitive and affective components. Although intra-species variability forms the basis of species evolution, some of the mechanisms underlying individual differences in brain and behavior appear to differ from those between species. While many issues have persisted over the years because of a lack of appropriate data or methods to test them; several fallacies, particularly those related to the human brain, reflect scientists' preconceptions. The theoretical framework on the evolution of brain, cognition, and behavior in birds and mammals should be reconsidered with these biases in mind. PMID:23847570

  12. Listening to the calls of the wild: The role of experience in linking language and cognition in young infants.

    PubMed

    Perszyk, Danielle R; Waxman, Sandra R

    2016-08-01

    Well before they understand their first words, infants have begun to link language and cognition. This link is initially broad: At 3months, listening to both human and nonhuman primate vocalizations supports infants' object categorization, a building block of cognition. But by 6months, the link has narrowed: Only human vocalizations support categorization. What mechanisms underlie this rapid tuning process? Here, we document the crucial role of infants' experience as infants tune this link to cognition. Merely exposing infants to nonhuman primate vocalizations permits them to preserve, rather than sever, the link between these signals and categorization. Exposing infants to backward speech-a signal that fails to support categorization in the first year of life-does not have this advantage. This new evidence illuminates the central role of early experience as infants specify which signals, from an initially broad set, they will continue to link to core cognitive capacities. PMID:27209387

  13. Parental selection of vocal behavior : Crying, cooing, babbling, and the evolution of language.

    PubMed

    Locke, John L

    2006-06-01

    Although all natural languages are spoken, there is no accepted account of the evolution of a skill prerequisite to language-control of the movements of speech. If selection applied at sexual maturity, individuals achieving some command of articulate vocal behavior in previous stages would have enjoyed unusual advantages in adulthood. I offer a parental selection hypothesis, according to which hominin parents apportioned care, in part, on the basis of their infants' vocal behavior. Specifically, it is suggested that persistent or noxious crying reduced care to individuals who would have had difficulty learning complex behaviors, and that cooing and babbling increased social interaction and care as well as control over complex oralmotor activity of the sort required by spoken language. Several different tests of the hypothesis are suggested. PMID:26181412

  14. PHONATION TAKES PRECEDENCE IN DEVELOPMENT AS WELL AS EVOLUTION OF LANGUAGE

    PubMed Central

    Oller, D. Kimbrough

    2014-01-01

    Early development of vocalization in humans is characterized by emerging control of phonation, rather than of prosody or supraglottal articulation. This fact offers an opportunity to the authors of the target article to enrich their characterization of the evolution of differential brain mechanisms in human and non-human primates. Phonation, I suggest, is the initial target of human-specific brain changes in sound-making capability upon which language is founded. PMID:25514957

  15. Effect of ethnicity and race on cognitive and language testing at 18 – 22 months in extremely preterm infants

    PubMed Central

    Duncan, Andrea Freeman; Watterberg, Kristi L.; Nolen, Tracy L.; Vohr, Betty R.; Adams-Chapman, Ira; Das, Abhik; Lowe, Jean

    2011-01-01

    Objective To evaluate the relationship of race/ethnicity to cognitive and language scores on the Bayley Scales of Infant and Toddler Development 3rd edition (BSID-III) in extremely preterm toddlers (<28+0 weeks’ estimated gestational age). Study design Extremely preterm toddlers at NICHD Neonatal Research Network Centers evaluated at 18–22 months adjusted age from 3 race/ethnic groups (White, Black, and Hispanic-White) were included in this cohort study. Multivariable regression modeling was used to identify race/ethnic differences adjusting for medical and psychosocial factors. Results Children included 369 Whites, 352 Blacks and 144 Hispanic-Whites. Cognitive scores differed between groups in unadjusted analysis (p=<0.001), but not after adjusting for medical and psychosocial factors (p=0.13). Language scores differed in adjusted and unadjusted analyses. Whites scored higher than Blacks or Hispanic-Whites, and Blacks scored higher than Hispanic-Whites. Conclusions A combination of medical variables and primary caretaker education accounted for differences in BSID-III cognitive scores between groups. Black and Hispanic-White toddlers had lower language scores than Whites, even after adjustment. Early intervention should be targeted to these identified risk factors. Assessment of early language development among minority groups may be warranted. PMID:22269248

  16. Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children.

    PubMed

    Metallidou, Panagiota; Vlachou, Anastasia

    2007-02-01

    The contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth- and sixth-grade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990 ), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1- to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and

  17. Foreign Language Reading: Linguistic, Cognitive, and Affective Factors Which Influence Comprehension.

    ERIC Educational Resources Information Center

    Kern, Richard G.

    Understanding about how students make sense of foreign language texts, based on relevant research and theory, can contribute to effective foreign language reading instruction. Both linguistic factors in the target language and native language reading skill development are critical to success in foreign language reading. Linguistic factors…

  18. Language evolution and population dynamics in a system of two interacting species

    NASA Astrophysics Data System (ADS)

    Kosmidis, Kosmas; Halley, John M.; Argyrakis, Panos

    2005-08-01

    We use Monte Carlo simulations and assumptions from evolutionary game theory in order to study the evolution of words and the population dynamics of a system made of two interacting species which initially speak two different languages. The species are characterized by their identity, vocabulary, and have different initial fitness, i.e. reproduction capability. We investigate how different initial fitness affects the vocabulary of the species or the population dynamics by leading to a permanent populational advantage. We further find that the spatial distributions of the species may cause the system to exhibit pattern formation or segregation. We show that an initial fitness advantage, even though very quickly balanced, leads to better spatial arrangement and enhances survival probabilities of the species. In most cases the system will arrive at a final state where both languages coexist. However, in cases where one species greatly outnumbers the other in population and fitness, then only one species survives with its “final” language having a slightly richer vocabulary than its initial language. Thus, our results offer an explanation for the existence and origin of synonyms in spoken languages.

  19. The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students’ Critical Thinking Skills Using the Primary Literature

    PubMed Central

    Stevens, Courtney

    2015-01-01

    This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience. PMID:26557797

  20. The Cognitive Neuroscience of Sign Language: Engaging Undergraduate Students' Critical Thinking Skills Using the Primary Literature.

    PubMed

    Stevens, Courtney

    2015-01-01

    This article presents a modular activity on the neurobiology of sign language that engages undergraduate students in reading and analyzing the primary functional magnetic resonance imaging (fMRI) literature. Drawing on a seed empirical article and subsequently published critique and rebuttal, students are introduced to a scientific debate concerning the functional significance of right-hemisphere recruitment observed in some fMRI studies of sign language processing. The activity requires minimal background knowledge and is not designed to provide students with a specific conclusion regarding the debate. Instead, the activity and set of articles allow students to consider key issues in experimental design and analysis of the primary literature, including critical thinking regarding the cognitive subtractions used in blocked-design fMRI studies, as well as possible confounds in comparing results across different experimental tasks. By presenting articles representing different perspectives, each cogently argued by leading scientists, the readings and activity also model the type of debate and dialogue critical to science, but often invisible to undergraduate science students. Student self-report data indicate that undergraduates find the readings interesting and that the activity enhances their ability to read and interpret primary fMRI articles, including evaluating research design and considering alternate explanations of study results. As a stand-alone activity completed primarily in one 60-minute class block, the activity can be easily incorporated into existing courses, providing students with an introduction both to the analysis of empirical fMRI articles and to the role of debate and critique in the field of neuroscience. PMID:26557797

  1. Does Formal Complexity Reflect Cognitive Complexity? Investigating Aspects of the Chomsky Hierarchy in an Artificial Language Learning Study

    PubMed Central

    Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

    2015-01-01

    This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes. PMID:25885790

  2. Language Learning in Down Syndrome: The Speech and Language Profile Compared to Adolescents with Cognitive Impairment of Unknown Origin

    ERIC Educational Resources Information Center

    Chapman, Robin S.

    2006-01-01

    Children and adolescents with Down syndrome show an emerging profile of speech and language characteristics that is typical of the syndrome (Chapman & Hesketh, 2000; Chapman, 2003; Abbeduto & Chapman, 2005) and different from typically developing children matched for nonverbal mental age, including expressive language deficits relative to…

  3. The effects of cognitive – linguistic variables and language experience on behavioural and kinematic performances in nonword learning

    PubMed Central

    Sasisekaran, Jayanthi; Weisberg, Sanford

    2013-01-01

    The aim of the present study was to investigate the effect of cognitive – linguistic variables and language experience on behavioral and kinematic measures of nonword learning in young adults. Group 1 consisted of thirteen participants who spoke American English as the first and only language. Group 2 consisted of seven participants with varying levels of proficiency in a second language. Logistic regression of the percent of correct productions revealed short-term memory to be a significant contributor. The bilingual group showed better performance compared to the monolinguals. Linear regression of the kinematic data revealed that the short – term memory variable contributed significantly to movement coordination. Differences were not observed between the bilingual and the monolingual speakers in kinematic performance. Nonword properties including syllable length and complexity influenced both behavioral and kinematic performance. The findings supported the observation that nonword repetition is multiply determined in adults. PMID:22476630

  4. Cognition and the corpus callosum: verbal fluency, visuospatial ability, and language lateralization related to midsagittal surface areas of callosal subregions.

    PubMed

    Hines, M; Chiu, L; McAdams, L A; Bentler, P M; Lipcamon, J

    1992-02-01

    Normal volunteers (28 women), 20-45 years old, completed tests of visuospatial ability, verbal fluency, and language lateralization, and the midsagittal surface areas of the splenium, isthmus, midregion, and genu of the corpus callosum were measured from inversion recovery magnetic resonance images. Multivariate statistics were used to analyze patterns of correlations. Verbal fluency correlated positively with the area of the splenium and with the area of a posterior callosal factor defined largely by the splenium. The posterior callosum, particularly the splenium, also correlated negatively with language lateralization. There were no other consistent brain-behavior relationships. These results are relevant to understanding factors involved in the development of cognitive characteristics that show sex differences and to understanding the neural basis of language lateralization and verbal abilities. PMID:1554435

  5. Cognitive evolution in hypertensive patients: a six-year follow-up

    PubMed Central

    Vicario, Augusto; del Sueldo, Mildren A; Zilberman, Judith M; Cerezo, Gustavo H

    2011-01-01

    Background: Several studies have examined the links between hypertension, vascular damage, and cognitive impairment. The functions most commonly involved seem to be those associated with memory and executive function. Aims: 1) to report the cognitive evolution in a cohort of hypertensive patients, 2) to identify the affected domains, and 3) to correlate the results obtained with blood pressure measurements. Materials and Methods: Observational 6-year follow-up cohort study including both males and females aged ≥65 and ≤80 years, and hypertensive patients under treatment. Patients with a history of any of the following conditions were excluded: stroke, transient ischemic attack, diabetes mellitus, atrial fibrillation, cardiac surgery, dementia, or depression. Four neurocognitive evaluations were performed (at baseline and every 2 years). The tests used evaluated memory and executive function domain. Blood pressure was measured on every cognitive evaluation. Results: Sixty patients were followed for 76.4 ± 2.8 months. The average age at baseline was 72.5 ± 4.2 and 77.9 ± 4.6 at 6 years (65% were women). Two patients were lost to follow up (3.3%) and 8 patients died (13.3%).The density incidence for dementia was 0.6% patients per year (pt/y) (n = 3) and for depression was 1.6% pt/y (n = 12). No changes were observed in either memory impairment or the Mini Mental State Examination (MMSE) results (p = ns) during follow-up. A progressive impairment of the executive function was shown regardless of the blood pressure measurements. Conclusion: 1) the incidence of dementia doubled to general population, 2) the initial memory impairment did not change during the evaluation period, 3) cognitive impairment worsened in the areas related to executive function (prefrontal cortex) regardless of the adequacy of anti-hypertensive treatment and blood pressure values. PMID:21603597

  6. Word Recognition and Cognitive Profiles of Chinese Pre-School Children at Risk for Dyslexia through Language Delay or Familial History of Dyslexia

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Lam, Fanny; Lam, Catherine; Doo, Sylvia; Wong, Simpson W. L.; Chow, Yvonne Y. Y.

    2008-01-01

    Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of…

  7. Language and Thought: A Survey of Developmental Sequences in the Interaction of Language and Thought in Children's Cognitive Development.

    ERIC Educational Resources Information Center

    Thomson, Jack

    1978-01-01

    Models of conceptual and language development by Orwell, Piaget, Whorf and Sapir, Vygotsky, and Bruner are reviewed. Their implications for teaching and some individual problem-solving experiments are discussed. (CP)

  8. Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    Lynch, Joanne

    Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

  9. Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment

    ERIC Educational Resources Information Center

    Jang, Eunice Eunhee; Dunlop, Maggie; Wagner, Maryam; Kim, Youn-Hee; Gu, Zhimei

    2013-01-01

    The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different…

  10. Embodied experiences for science learning: A cognitive linguistics exploration of middle school students' language in learning about water

    NASA Astrophysics Data System (ADS)

    Salinas Barrios, Ivan Eduardo

    I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.

  11. Locating Cognition in Second Language Interaction and Learning: Inside the Skull or in Public View?

    ERIC Educational Resources Information Center

    Kasper, Gabriele

    2009-01-01

    A key question in the debate on conversation analysis as an approach to SLA concerns the role of cognition in interaction and learning. Where is cognition located, and how is understanding in interaction achieved? For an empirically grounded answer, I will explore the procedural apparatus that sustains socially shared cognition. Following a brief…

  12. Pre-existing cognitive impairment and post-operative cognitive dysfunction: should we be talking the same language?

    PubMed

    Evered, Lisbeth; Silbert, Brendan; Scott, David A

    2016-07-01

    Changes in cognition are known to follow anesthesia and surgery in older individuals (Evered et al., 2011). Although survival per se was the prime outcome in the 19th and early 20th centuries for invasive procedures, a link was none-the-less observed with adverse cognitive outcomes as far back as 1887 (Savage, 1887). Historical reports of "insanity" or "weak mindedness" after anesthesia appeared within 40 years of the first anesthetic having been administered and anecdotal and retrospective reports have implicated anesthesia ever since. However, it was not until the 1970s that these observations received any sound scientific evaluation, when clinicians became aware of cognitive changes following cardiac surgery. It was assumed that the cardiopulmonary bypass (heart lung machine) must have been the main culprit because it was this factor which so greatly distinguished cardiac surgery from non-cardiac surgery (Shaw et al., 1987). This long held belief entered surgical folklore and was the basis for many publications endeavoring to identify particular aspects of the heart lung machine responsible for this cognitive decline. PMID:27145889

  13. Distinguishing Sources of L2 Development Problems in K-12: Language Deficit, Cognitive Deficit, and Cognitive Distance

    ERIC Educational Resources Information Center

    Stapp, Yvonne

    2007-01-01

    K-12 students with limited L2 proficiency who do not progress satisfactorily are often referred to special education and/or speech pathology services. Like the teachers who refer such students, the representatives of each service have a specific expertise (e.g., cognition) with little knowledge of the other types of proficiencies (e.g., L1…

  14. Relationship between respiratory sinus arrhythmia, heart period, and caregiver-reported language and cognitive delays in children with autism spectrum disorders.

    PubMed

    Patriquin, Michelle A; Lorenzi, Jill; Scarpa, Angela

    2013-09-01

    The present study examines the relationship between autonomic activity and cognitive/language delays in children with autism spectrum disorder (ASD). Baseline levels of respiratory sinus arrhythmia (RSA) and heart period (HP) were assessed in 23 4-7-year old children diagnosed with ASD. The relationship between RSA, HP, and ASD behavioral symptoms was examined. Similar to prior studies on typically developing children, lower basal RSA was related to more caregiver-reported language and cognitive delays, and to the lack of language. PMID:23820819

  15. On the role of context in language evolution. Comment on "Towards a computational comparative neuroprimatology: Framing the language-ready brain" by M.A. Arbib

    NASA Astrophysics Data System (ADS)

    Heine, Bernd

    2016-03-01

    Work on the evolution of human languages is associated mainly with two kinds of approaches. On the one hand, there are discipline-based approaches, which exploit the methodology of a particular scientific discipline to gain methodologically coherent access to at least part of language evolution (e.g., [11]). On the other hand, there are what may be called integrating approaches, which combine observations made in different scientific disciplines within one general analytic framework (e.g., [2,5,13]). Each of these approaches has its advantages and disadvantages (see [11]). In discipline-based approaches using linguistics as a tool of reconstruction, one salient goal is to search for elements in modern languages that can be interpreted as fossils of earlier forms of human language or languages [13,14]. An alternative goal is to extrapolate from findings on more recent linguistic changes to reconstruct earlier phases of language development, that is, phases that are not within the scope of the established methodology of historical linguistics.

  16. Bilingual Language Control and General Purpose Cognitive Control among Individuals with Bilingual Aphasia: Evidence Based on Negative Priming and Flanker Tasks

    PubMed Central

    Dash, Tanya; Kar, Bhoomika R.

    2014-01-01

    Background. Bilingualism results in an added advantage with respect to cognitive control. The interaction between bilingual language control and general purpose cognitive control systems can also be understood by studying executive control among individuals with bilingual aphasia. Objectives. The current study examined the subcomponents of cognitive control in bilingual aphasia. A case study approach was used to investigate whether cognitive control and language control are two separate systems and how factors related to bilingualism interact with control processes. Methods. Four individuals with bilingual aphasia performed a language background questionnaire, picture description task, and two experimental tasks (nonlinguistic negative priming task and linguistic and nonlinguistic versions of flanker task). Results. A descriptive approach was used to analyse the data using reaction time and accuracy measures. The cumulative distribution function plots were used to visualize the variations in performance across conditions. The results highlight the distinction between general purpose cognitive control and bilingual language control mechanisms. Conclusion. All participants showed predominant use of the reactive control mechanism to compensate for the limited resources system. Independent yet interactive systems for bilingual language control and general purpose cognitive control were postulated based on the experimental data derived from individuals with bilingual aphasia. PMID:24982591

  17. The Effects of Anxiety on Cognitive Processing in English Language Learning

    ERIC Educational Resources Information Center

    Khan, Zaved Ahmed; Zafar, Shahila

    2010-01-01

    Language anxiety is a prevalent phenomenon in second language learning. This experiment examines the arousal of anxiety caused by the introduction of a video camera at various points in a vocabulary learning task. Two hundred sixteen students of 1st-year university English language course were randomly assigned to one of four groups: (a) one group…

  18. Cognitive Models of Students' Language Structure: The View from Intelligent Computer Assisted Instruction.

    ERIC Educational Resources Information Center

    Psotka, Joseph; And Others

    Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a…

  19. COGNITIVE GAINS IN "DEPRIVED" CHILDREN THROUGH INDIVIDUAL TEACHING OF LANGUAGE FOR ABSTRACT THINKING.

    ERIC Educational Resources Information Center

    BLANK, MARION

    THE MOST DISABLING HANDICAP OF YOUNG CHILDREN FROM DEPRIVED SOCIOECONOMIC BACKGROUNDS IS THEIR DIFFICULTY IN USING LANGUAGE ABSTRACTLY. IN THIS STUDY, THEREFORE, IT WAS HYPOTHESIZED THAT IF AN EDUCATIONAL INTERVENTION PROGRAM WAS LIMITED TO THE DEVELOPMENT OF ABSTRACT LANGUAGE, THEN NOT ONLY LANGUAGE, BUT MANY OTHER ASPECTS OF THINKING WOULD BE…

  20. Cumulative cultural evolution in the laboratory: An experimental approach to the origins of structure in human language

    PubMed Central

    Kirby, Simon; Cornish, Hannah; Smith, Kenny

    2008-01-01

    We introduce an experimental paradigm for studying the cumulative cultural evolution of language. In doing so we provide the first experimental validation for the idea that cultural transmission can lead to the appearance of design without a designer. Our experiments involve the iterated learning of artificial languages by human participants. We show that languages transmitted culturally evolve in such a way as to maximize their own transmissibility: over time, the languages in our experiments become easier to learn and increasingly structured. Furthermore, this structure emerges purely as a consequence of the transmission of language over generations, without any intentional design on the part of individual language learners. Previous computational and mathematical models suggest that iterated learning provides an explanation for the structure of human language and link particular aspects of linguistic structure with particular constraints acting on language during its transmission. The experimental work presented here shows that the predictions of these models, and models of cultural evolution more generally, can be tested in the laboratory. PMID:18667697

  1. Nondeclarative learning in children with specific language impairment: predicting regularities in the visuomotor, phonological, and cognitive domains.

    PubMed

    Mayor-Dubois, C; Zesiger, P; Van der Linden, M; Roulet-Perez, E

    2014-01-01

    Ullman (2004) suggested that Specific Language Impairment (SLI) results from a general procedural learning deficit. In order to test this hypothesis, we investigated children with SLI via procedural learning tasks exploring the verbal, motor, and cognitive domains. Results showed that compared with a Control Group, the children with SLI (a) were unable to learn a phonotactic learning task, (b) were able but less efficiently to learn a motor learning task and (c) succeeded in a cognitive learning task. Regarding the motor learning task (Serial Reaction Time Task), reaction times were longer and learning slower than in controls. The learning effect was not significant in children with an associated Developmental Coordination Disorder (DCD), and future studies should consider comorbid motor impairment in order to clarify whether impairments are related to the motor rather than the language disorder. Our results indicate that a phonotactic learning but not a cognitive procedural deficit underlies SLI, thus challenging Ullmans' general procedural deficit hypothesis, like a few other recent studies. PMID:23062060

  2. Gestural and symbolic development among apes and humans: support for a multimodal theory of language evolution

    PubMed Central

    Gillespie-Lynch, Kristen; Greenfield, Patricia M.; Lyn, Heidi; Savage-Rumbaugh, Sue

    2014-01-01

    What are the implications of similarities and differences in the gestural and symbolic development of apes and humans?This focused review uses as a starting point our recent study that provided evidence that gesture supported the symbolic development of a chimpanzee, a bonobo, and a human child reared in language-enriched environments at comparable stages of communicative development. These three species constitute a complete clade, species possessing a common immediate ancestor. Communicative behaviors observed among all species in a clade are likely to have been present in the common ancestor. Similarities in the form and function of many gestures produced by the chimpanzee, bonobo, and human child suggest that shared non-verbal skills may underlie shared symbolic capacities. Indeed, an ontogenetic sequence from gesture to symbol was present across the clade but more pronounced in child than ape. Multimodal expressions of communicative intent (e.g., vocalization plus persistence or eye-contact) were normative for the child, but less common for the apes. These findings suggest that increasing multimodal expression of communicative intent may have supported the emergence of language among the ancestors of humans. Therefore, this focused review includes new studies, since our 2013 article, that support a multimodal theory of language evolution. PMID:25400607

  3. Gestural and symbolic development among apes and humans: support for a multimodal theory of language evolution.

    PubMed

    Gillespie-Lynch, Kristen; Greenfield, Patricia M; Lyn, Heidi; Savage-Rumbaugh, Sue

    2014-01-01

    What are the implications of similarities and differences in the gestural and symbolic development of apes and humans?This focused review uses as a starting point our recent study that provided evidence that gesture supported the symbolic development of a chimpanzee, a bonobo, and a human child reared in language-enriched environments at comparable stages of communicative development. These three species constitute a complete clade, species possessing a common immediate ancestor. Communicative behaviors observed among all species in a clade are likely to have been present in the common ancestor. Similarities in the form and function of many gestures produced by the chimpanzee, bonobo, and human child suggest that shared non-verbal skills may underlie shared symbolic capacities. Indeed, an ontogenetic sequence from gesture to symbol was present across the clade but more pronounced in child than ape. Multimodal expressions of communicative intent (e.g., vocalization plus persistence or eye-contact) were normative for the child, but less common for the apes. These findings suggest that increasing multimodal expression of communicative intent may have supported the emergence of language among the ancestors of humans. Therefore, this focused review includes new studies, since our 2013 article, that support a multimodal theory of language evolution. PMID:25400607

  4. Language, aging, and cognition: frontal aslant tract and superior longitudinal fasciculus contribute toward working memory performance in older adults.

    PubMed

    Rizio, Avery A; Diaz, Michele T

    2016-06-15

    Previous research has documented change in white matter tract integrity with increasing age. Both interhemispheric and intrahemispheric tracts that underlie language processing are susceptible to these age-related changes. The aim of the current study was to explore age and white matter integrity in language-related tracts as predictors of cognitive task performance in younger and older adults. To this end, we carried out principal component analyses of white matter tracts and confirmatory factor analysis of neuropsychological measures. We next carried out a series of regression analyses that used white matter components to predict scores on each of the neuropsychological components. For both younger and older adults, age was a significant predictor of processing speed and working memory. However, white matter integrity did not contribute independently toward these models. In older adults only, both age and a white matter component that included the bilateral frontal aslant tract and left superior longitudinal fasciculus were significant predictors of working memory. Taken together, these results extend our understanding of the contributions of language-related white matter structure to cognitive processing and highlight the effects of age-related differences in both frontal and dorsal tracts. PMID:27138951

  5. Assessment of cognition and language in the early diagnosis of autism spectrum disorder: usefulness of the Bayley Scales of infant and toddler development, third edition

    PubMed Central

    Gómez‐Morales, A.; González‐Gimeno, I.; Fornieles‐Deu, A.; Brun‐Gasca, C.

    2016-01-01

    Abstract Background The aim of this study was to test the usefulness of the Cognitive and Language scales Bayley‐III in the early assessment of cognitive and language functions in the context of an autism spectrum disorder (ASD) diagnosis. This paper focuses on the application of the Bayley‐III and studies the predictive value of the test result in children with ASD with different levels of verbal ability. Method A sample of 135 children (121 boys, 14 girls) with a confirmed ASD diagnosis at age 4 years were assessed with the Bayley‐III before 42 months of age (m = 36.49, s = 4.46) and later with other rating scales of different psychological and psycholinguistic functions as part of a longitudinal study [McCarthy Scales of Children's Abilities (MSCA) (n = 48, 90% boys), Kaufman Assessment Battery for Children (K‐ABC) (n = 38, 87% boys) or Illinois Test of Psycholinguistic Abilities (ITPA) (n = 44, 89% boys)]. Age assessment in months: MSCA (m = 48.80, s = 3.33), K‐ABC (m = 51.80, s = 7.17) and ITPA (m = 54.48, s = 3.34). Results Lower scores on the cognitive and language Bayley‐III scales before 3.5 years of age predicted lower cognitive and oral language levels at 4 years of age. A significant correlation was found between the Cognitive Bayley‐III Scale and the General Cognitive MSCA Scale, and with the Compound K‐ABC Mental Processing. An association between the nonverbal cognitive level and oral language level acquired at 4 years of age was found. Conclusions The Bayley‐III is a useful instrument in cognitive and language assessment of ASD. PMID:27120991

  6. Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language.

    PubMed

    Oudgenoeg-Paz, Ora; Leseman, Paul P M; Volman, M Chiel J M

    2015-09-01

    The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and language at later ages. However, evidence linking these milestones with the development of spatial language and evidence regarding factors that might mediate this relation are scarce. The current study examined whether exploration of spatial-relational object properties (e.g., the possibility of containing or stacking) and exploration of the space through self-locomotion mediate the effect of, respectively, age of sitting and age of walking on spatial cognition and spatial language. Thus, we hypothesized that an earlier age of sitting and walking predicts, respectively, higher levels of spatial-relational object exploration and exploration through self-locomotion, which in turn, predict better spatial cognition and spatial language at later ages. Fifty-nine Dutch children took part in a longitudinal study. A combination of tests, observations, and parental reports was used to measure motor development, exploratory behavior (age 20 months), spatial memory (age 24 months), spatial processing (age 32 months), and spatial language (age 36 months). Results show that attainment of sitting predicted spatial memory and spatial language, but spatial-relational object exploration did not mediate these effects. Attainment of independent walking predicted spatial processing and spatial language, and exploration through self-locomotion (partially) mediated these relations. These findings extend previous work and provide partial support for the hypotheses about the mediating role of exploration. PMID:26192037

  7. Developmental Language Disorders--A Follow-Up in Later Adult Life. Cognitive, Language and Psychosocial Outcomes

    ERIC Educational Resources Information Center

    Clegg, J.; Hollis, C.; Mawhood, L.; Rutter, M.

    2005-01-01

    Background: Little is known on the adult outcome and longitudinal trajectory of childhood developmental language disorders (DLD) and on the prognostic predictors. Method: Seventeen men with a severe receptive DLD in childhood, reassessed in middle childhood and early adult life, were studied again in their mid-thirties with tests of intelligence…

  8. The Evolution of the Exponent of Zipf's Law in Language Ontogeny

    PubMed Central

    Baixeries, Jaume; Elvevåg, Brita; Ferrer-i-Cancho, Ramon

    2013-01-01

    It is well-known that word frequencies arrange themselves according to Zipf's law. However, little is known about the dependency of the parameters of the law and the complexity of a communication system. Many models of the evolution of language assume that the exponent of the law remains constant as the complexity of a communication systems increases. Using longitudinal studies of child language, we analysed the word rank distribution for the speech of children and adults participating in conversations. The adults typically included family members (e.g., parents) or the investigators conducting the research. Our analysis of the evolution of Zipf's law yields two main unexpected results. First, in children the exponent of the law tends to decrease over time while this tendency is weaker in adults, thus suggesting this is not a mere mirror effect of adult speech. Second, although the exponent of the law is more stable in adults, their exponents fall below 1 which is the typical value of the exponent assumed in both children and adults. Our analysis also shows a tendency of the mean length of utterances (MLU), a simple estimate of syntactic complexity, to increase as the exponent decreases. The parallel evolution of the exponent and a simple indicator of syntactic complexity (MLU) supports the hypothesis that the exponent of Zipf's law and linguistic complexity are inter-related. The assumption that Zipf's law for word ranks is a power-law with a constant exponent of one in both adults and children needs to be revised. PMID:23516390

  9. Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution

    NASA Astrophysics Data System (ADS)

    Foster, Colin

    2012-09-01

    This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently handle their students' misconceptions as they arise by offering appropriate socio-cognitive conflict, which highlights reasons to disbelieve one idea and to believe another. It is argued that this way of working, rather than outlawing discussion, is more scientific and more honest. Scientific truth does not win the day by attempting to deny its opponents a voice but by engaging them with evidence. Teachers can be confident that evolution has nothing to fear from a free and frank discussion in which claims can be rebutted with evidence. Such an approach is accessible to children of all ages and is ultimately more likely to drive out pre-scientific superstitions. It also models the scientific process more authentically and develops students' ability to think critically.

  10. Analyzing the Rate at Which Languages Lose the Influence of a Common Ancestor

    ERIC Educational Resources Information Center

    Rafferty, Anna N.; Griffiths, Thomas L.; Klein, Dan

    2014-01-01

    Analyzing the rate at which languages change can clarify whether similarities across languages are solely the result of cognitive biases or might be partially due to descent from a common ancestor. To demonstrate this approach, we use a simple model of language evolution to mathematically determine how long it should take for the distribution over…

  11. Widening the lens: what the manual modality reveals about language, learning and cognition

    PubMed Central

    Goldin-Meadow, Susan

    2014-01-01

    The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on sign language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning. PMID:25092663

  12. Widening the lens: what the manual modality reveals about language, learning and cognition.

    PubMed

    Goldin-Meadow, Susan

    2014-09-19

    The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on sign language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning. PMID:25092663

  13. Attention and Other Cognitive Deficits in Aphasia: Presence and Relation to Language and Communication Measures

    ERIC Educational Resources Information Center

    Murray, Laura L.

    2012-01-01

    Purpose: This study was designed to further elucidate the relationship between cognition and aphasia, with a focus on attention. It was hypothesized that individuals with aphasia would display variable deficit patterns on tests of attention and other cognitive functions and that their attention deficits, particularly those of complex attention…

  14. Referential Metonymy across Languages: What Can Cognitive Linguistics and "Contrastive Linguistics" Learn from Each Other?

    ERIC Educational Resources Information Center

    Brdar-Szabó, Rita; Brdar, Mario

    2003-01-01

    The paper demonstrates how contrastive linguistics may receive a fresh breath of life from approaching certain problems from the cognitive linguistic point of view. Cognitive linguistics is not only capable of providing contrastive linguistics with a comprehensive but coherent theoretical backbone the latter has always badly needed for its…

  15. The Relationship of Analytical and Holistic Cognitive Styles to Second Language Instructional Methods.

    ERIC Educational Resources Information Center

    Hartnett, Dayle Davidson

    A study was conducted to determine if students who depend on an analytical cognitive style will learn more when matched with a step-by-step treatment, and whether students who depend on a holistic cognitive style will learn more when matched with an all-at-once treatment. To test these hypotheses, scores on the Wechsler Verbal Similarities Test…

  16. Cognitive Architectures and Language Acquisition: A Case Study in Pronoun Comprehension

    ERIC Educational Resources Information Center

    van Rij, Jacolien; van Rij, Hedderik; Hendriks, Petra

    2010-01-01

    In this paper we discuss a computational cognitive model of children's poor performance on pronoun interpretation (the so-called Delay of Principle B Effect, or DPBE). This cognitive model is based on a theoretical account that attributes the DPBE to children's inability as hearers to also take into account the speaker's perspective. The cognitive…

  17. Ontogeny and phylogeny of language

    PubMed Central

    Yang, Charles

    2013-01-01

    How did language evolve? A popular approach points to the similarities between the ontogeny and phylogeny of language. Young children’s language and nonhuman primates’ signing both appear formulaic with limited syntactic combinations, thereby suggesting a degree of continuity in their cognitive abilities. To evaluate the validity of this approach, as well as to develop a quantitative benchmark to assess children’s language development, I propose a formal analysis that characterizes the statistical profile of grammatical rules. I show that very young children’s language is consistent with a productive grammar rather than memorization of specific word combinations from caregivers’ speech. Furthermore, I provide a statistically rigorous demonstration that the sign use of Nim Chimpsky, the chimpanzee who was taught American Sign Language, does not show the expected productivity of a rule-based grammar. Implications for theories of language acquisition and evolution are discussed. PMID:23576720

  18. Child Discourse. Language, Thought, and Culture: Advances in the Study of Cognition.

    ERIC Educational Resources Information Center

    Ervin-Tripp, Susan, Ed.; Mitchell-Kernan, Claudia, Ed.

    The following essays on children's spoken language are included in this volume: "Play with Language and Speech" by Catherin Garvey, "'You Fruithead': A Sociolinguistic Approach to Children's Dispute Settlement" by Donald Brenneis and Laura Lein, "From Verbal Play to Talk Story: The Role of Routines in Speech Events among Hawaiian Children" by…

  19. The Structure of Genetic Influences on General Cognitive, Language, Phonological, and Reading Abilities.

    ERIC Educational Resources Information Center

    Hohnen, Bettina; Stevenson, Jim

    1999-01-01

    Examined the etiology of individual differences in literacy, phonological awareness, and language ability in monozygotic and dizygotic twins. Found that there was no genetic link between phonological awareness and literacy independent of general language ability. Individual differences in literacy ability were substantially influenced by genetics…

  20. Evidence for Distinct Cognitive Profiles in Autism Spectrum Disorders and Specific Language Impairment

    ERIC Educational Resources Information Center

    Taylor, Lauren J.; Maybery, Murray T.; Grayndler, Luke; Whitehouse, Andrew J. O.

    2014-01-01

    Findings that a subgroup of children with an autism spectrum disorder (ASD) have linguistic capabilities that resemble specific language impairment (SLI) have led some authors to hypothesise that ASD and SLI have a shared aetiology. While considerable research has explored overlap in the language phenotypes of the two conditions, little research…

  1. Natural and Constrained Language Production as a Function of Age and Cognitive Abilities

    ERIC Educational Resources Information Center

    Rabaglia, Cristina D.; Salthouse, Timothy A.

    2011-01-01

    Although it is often claimed that verbal abilities are relatively well maintained across the adult lifespan, certain aspects of language production have been found to exhibit cross-sectional differences and longitudinal declines. In the current project age-related differences in controlled and naturalistic elicited language production tasks were…

  2. Televised Whorf: Cognitive Restructuring in Advanced Foreign Language Learners as a Function of Audiovisual Media Exposure

    ERIC Educational Resources Information Center

    Bylund, Emanuel; Athanasopoulos, Panos

    2015-01-01

    The encoding of goal-oriented motion events varies across different languages. Speakers of languages without grammatical aspect (e.g., Swedish) tend to mention motion endpoints when describing events (e.g., "two nuns walk to a house") and attach importance to event endpoints when matching scenes from memory. Speakers of aspect languages…

  3. The Evolutions of Interest and Beliefs about Arabic as a Foreign Language: A Case Study on Three Western Learners

    ERIC Educational Resources Information Center

    Rashed, Hazem

    2013-01-01

    The purpose of this case study was to investigate the evolutions of interest and beliefs about Arabic as a foreign language among three Western faculty members at an education college in United Arab Emirates. The study used four data resources which were: interviews, field notes, reflective journals and an information form. After four months of…

  4. Linking language with embodied and teleological representations of action for humanoid cognition.

    PubMed

    Lallee, Stephane; Madden, Carol; Hoen, Michel; Dominey, Peter Ford

    2010-01-01

    The current research extends our framework for embodied language and action comprehension to include a teleological representation that allows goal-based reasoning for novel actions. The objective of this work is to implement and demonstrate the advantages of a hybrid, embodied-teleological approach to action-language interaction, both from a theoretical perspective, and via results from human-robot interaction experiments with the iCub robot. We first demonstrate how a framework for embodied language comprehension allows the system to develop a baseline set of representations for processing goal-directed actions such as "take," "cover," and "give." Spoken language and visual perception are input modes for these representations, and the generation of spoken language is the output mode. Moving toward a teleological (goal-based reasoning) approach, a crucial component of the new system is the representation of the subcomponents of these actions, which includes relations between initial enabling states, and final resulting states for these actions. We demonstrate how grammatical categories including causal connectives (e.g., because, if-then) can allow spoken language to enrich the learned set of state-action-state (SAS) representations. We then examine how this enriched SAS inventory enhances the robot's ability to represent perceived actions in which the environment inhibits goal achievement. The paper addresses how language comes to reflect the structure of action, and how it can subsequently be used as an input and output vector for embodied and teleological aspects of action. PMID:20577629

  5. Children with Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and their Implications for Intervention

    PubMed Central

    Mervis, Carolyn B.; Velleman, Shelley L.

    2012-01-01

    Williams syndrome (WS) is a rare genetic disorder characterized by heart disease, failure to thrive, hearing loss, intellectual or learning disability, speech and language delay, gregariousness, and non-social anxiety. The WS psycholinguistic profile is complex, including relative strengths in concrete vocabulary, phonological processing, and verbal short-term memory and relative weaknesses in relational/conceptual language, reading comprehension, and pragmatics. Many children evidence difficulties with finiteness marking and complex grammatical constructions. Speech-language intervention, support, and advocacy are crucial. PMID:22754603

  6. An earlier origin for stone tool making: implications for cognitive evolution and the transition to Homo.

    PubMed

    Lewis, Jason E; Harmand, Sonia

    2016-07-01

    The discovery of the earliest known stone tools at Lomekwi 3 (LOM3) from West Turkana, Kenya, dated to 3.3 Ma, raises new questions about the mode and tempo of key adaptations in the hominin lineage. The LOM3 tools date to before the earliest known fossils attributed to Homo at 2.8 Ma. They were made and deposited in a more C3 environment than were the earliest Oldowan tools at 2.6 Ma. Their discovery leads to renewed investigation on the timing of the emergence of human-like manipulative capabilities in early hominins and implications for reconstructing cognition. The LOM3 artefacts form part of an emerging paradigm shift in palaeoanthropology, in which: tool-use and tool-making behaviours are not limited to the genus Homo; cranial, post-cranial and behavioural diversity in early Homo is much wider than previously thought; and these evolutionary changes may not have been direct adaptations to living in savannah grassland environments.This article is part of the themed issue 'Major transitions in human evolution'. PMID:27298464

  7. The evolution and devolution of cognitive control: The costs of deliberation in a competitive world.

    PubMed

    Tomlin, Damon; Rand, David G; Ludvig, Elliot A; Cohen, Jonathan D

    2015-01-01

    Dual-system theories of human cognition, under which fast automatic processes can complement or compete with slower deliberative processes, have not typically been incorporated into larger scale population models used in evolutionary biology, macroeconomics, or sociology. However, doing so may reveal important phenomena at the population level. Here, we introduce a novel model of the evolution of dual-system agents using a resource-consumption paradigm. By simulating agents with the capacity for both automatic and controlled processing, we illustrate how controlled processing may not always be selected over rigid, but rapid, automatic processing. Furthermore, even when controlled processing is advantageous, frequency-dependent effects may exist whereby the spread of control within the population undermines this advantage. As a result, the level of controlled processing in the population can oscillate persistently, or even go extinct in the long run. Our model illustrates how dual-system psychology can be incorporated into population-level evolutionary models, and how such a framework can be used to examine the dynamics of interaction between automatic and controlled processing that transpire over an evolutionary time scale. PMID:26078086

  8. The evolution and devolution of cognitive control: The costs of deliberation in a competitive world

    PubMed Central

    Tomlin, Damon; Rand, David G.; Ludvig, Elliot A.; Cohen, Jonathan D.

    2015-01-01

    Dual-system theories of human cognition, under which fast automatic processes can complement or compete with slower deliberative processes, have not typically been incorporated into larger scale population models used in evolutionary biology, macroeconomics, or sociology. However, doing so may reveal important phenomena at the population level. Here, we introduce a novel model of the evolution of dual-system agents using a resource-consumption paradigm. By simulating agents with the capacity for both automatic and controlled processing, we illustrate how controlled processing may not always be selected over rigid, but rapid, automatic processing. Furthermore, even when controlled processing is advantageous, frequency-dependent effects may exist whereby the spread of control within the population undermines this advantage. As a result, the level of controlled processing in the population can oscillate persistently, or even go extinct in the long run. Our model illustrates how dual-system psychology can be incorporated into population-level evolutionary models, and how such a framework can be used to examine the dynamics of interaction between automatic and controlled processing that transpire over an evolutionary time scale. PMID:26078086

  9. [Reason and emotion: integration of cognitive-behavioural and experiential interventions in the treatment of long evolution food disorders].

    PubMed

    Vilariño Besteiro, M P; Pérez Franco, C; Gallego Morales, L; Calvo Sagardoy, R; García de Lorenzo, A

    2009-01-01

    This paper intends to show the combination of therapeutical strategies in the treatment of long evolution food disorders. This fashion of work entitled "Modelo Santa Cristina" is based on several theoretical paradigms: Enabling Model, Action Control Model, Change Process Transtheoretical Model and Cognitive-Behavioural Model (Cognitive Restructuring and Learning Theories). Furthermore, Gestalt, Systemic and Psychodrama Orientation Techniques. The purpose of the treatment is both the normalization of food patterns and the increase in self-knowledge, self-acceptance and self-efficacy of patients. The exploration of ambivalence to change, the discovery of the functions of symptoms and the search for alternative behaviours, the normalization of food patterns, bodily image, cognitive restructuring, decision taking, communication skills and elaboration of traumatic experiences are among the main areas of intervention. PMID:19893873

  10. Language.

    ERIC Educational Resources Information Center

    Gadlin, Barry; Nemanich, Donald

    1974-01-01

    An article and a bibliography constitute this issue of the "Illinois English Bulletin." In "Keep the Natives from Getting Restless," Barry Gadlin examines native language learning by children from infancy through high school and discusses the theories of several authors concerning the teaching of the native language. The "Bibliography of…

  11. Language Evolution Can Be Shaped by the Structure of the World

    ERIC Educational Resources Information Center

    Perfors, Amy; Navarro, Daniel J.

    2014-01-01

    Human languages vary in many ways but also show striking cross-linguistic universals. Why do these universals exist? Recent theoretical results demonstrate that Bayesian learners transmitting language to each other through iterated learning will converge on a distribution of languages that depends only on their prior biases about language and the…

  12. Language and Communication Skills in Preschool Children with Autism Spectrum Disorders: Contribution of Cognition, Severity of Autism Symptoms, and Adaptive Functioning to the Variability

    ERIC Educational Resources Information Center

    Kjellmer, Liselotte; Hedvall, Asa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof

    2012-01-01

    This study examined the contribution of cognitive function, severity of autism, and adaptive functioning to the variability in language and communication skills in 129 preschool children (aged 24-63 months) with autism spectrum disorder (ASD). Participants were selected from a representative research cohort of 208 preschool children on the basis…

  13. Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase Mágica Site

    ERIC Educational Resources Information Center

    Arreguín-Anderson, María G.

    2015-01-01

    In this article, the author suggests that children's natural inclination to explore nature, or biophilia, can be explored as a factor that encourages both cognitive engagement and language development. The author summarizes the types of scientific inquiries that bilingual elementary students and their university partners engaged in when guided to…

  14. Differences in the Performance of Children with Specific Language Impairment and Their Typically Developing Peers on Nonverbal Cognitive Tests: A Meta-Analysis

    ERIC Educational Resources Information Center

    Gallinat, Erica; Spaulding, Tammie J.

    2014-01-01

    Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive test performance of children with specific language impairment (SLI) and their typically developing (TD) peers. Method: The meta-analysis included studies (a) that were published between 1995 and 2012 of children with SLI who were age matched (and not…

  15. The Effects of Socioeconomic Diversity on the Language, Cognitive and Social?Emotional Development of Children from Low-Income Backgrounds

    ERIC Educational Resources Information Center

    Bagby, Janet H.; Rudd, Loretta C.; Woods, Majka

    2005-01-01

    Previous studies on the influence of mixed groupings within preschool classrooms have indicated positive effects on childrens development. This study extended earlier findings to determine the effects of socioeconomic diversity within the classroom on the language, cognitive and social-emotional development of preschool children of low-income…

  16. Second Language Learning Difficulties in Chinese Children with Dyslexia: What Are the Reading-Related Cognitive Skills that Contribute to English and Chinese Word Reading?

    ERIC Educational Resources Information Center

    Chung, Kevin Kien Hoa; Ho, Connie Suk-Han

    2010-01-01

    This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children--28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls--participated and were administered…

  17. Cognitive and Psychosocial Factors in the Long-Term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

    ERIC Educational Resources Information Center

    Serafini, Ellen Johnson

    2013-01-01

    This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

  18. Cognitive Control and Language across the Life Span: Does Labeling Improve Reactive Control?

    ERIC Educational Resources Information Center

    Lucenet, Joanna; Blaye, Agnès; Chevalier, Nicolas; Kray, Jutta

    2014-01-01

    How does cognitive control change with age, and what are the processes underlying these changes? This question has been extensively studied using versions of the task-switching paradigm, which allow participants to actively prepare for the upcoming task (Kray, Eber, & Karbach, 2008). Little is known, however, about age-related changes in this…

  19. On emotion-cognition integration: The effect of happy and sad moods on language comprehension.

    PubMed

    Egidi, Giovanna

    2015-01-01

    I comment on Pessoa's (2013) idea that the interaction between emotion and cognition cannot be reduced to mutual interference. As an example that bolsters Pessoa's position, I discuss the effects of happy and sad moods on discourse and sentence comprehension. I distinguish between the effects of moods elicited without participants' knowledge (incidental) and moods elicited with participants' contribution (constructed). PMID:26786957

  20. Children's Language Production: How Cognitive Neuroscience and Industrial Engineering Can Inform Public Education Policy and Practice

    ERIC Educational Resources Information Center

    Leisman, Gerry

    2012-01-01

    Little of 150 years of research in Cognitive Neurosciences, Human Factors, and the mathematics of Production Management have found their way into educational policy and certainly not into the classroom or in the production of educational materials in any meaningful or practical fashion. Whilst more mundane concepts of timing, sequencing, spatial…

  1. Cognitive and Linguistic Precursors to Numeracy in Kindergarten: Evidence from First and Second Language Learners

    ERIC Educational Resources Information Center

    Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

    2011-01-01

    The present study investigated the role of cognitive and linguistic precursors to early numeracy skills to examine the interrelations between the development of linguistic and numeracy skills. General intelligence, working memory, phonological awareness, grammatical ability, and early numeracy skills were assessed in 75 first (mean age 6.1) and 55…

  2. A Cognitive Neuroscience Perspective on Embodied Language for Human-Robot Cooperation

    ERIC Educational Resources Information Center

    Madden, Carol; Hoen, Michel; Dominey, Peter Ford

    2010-01-01

    This article addresses issues in embodied sentence processing from a "cognitive neural systems" approach that combines analysis of the behavior in question, analysis of the known neurophysiological bases of this behavior, and the synthesis of a neuro-computational model of embodied sentence processing that can be applied to and tested in the…

  3. The Relationship of Field-Dependent-Independent Cognitive Styles to Foreign Language Achievement.

    ERIC Educational Resources Information Center

    Hansen, Jacqueline; Stansfield, Charles

    Psychological literature on field independence shows that the field independent individual possesses enhanced cognitive restructuring abilities, while the field dependent individual possesses interpersonal and social skills. It was hypothesized that field independence would be related to the acquisition of linguistic competence, and that field…

  4. Cognitive and Language Skills in Adults with Autism: A 40-Year Follow-Up

    ERIC Educational Resources Information Center

    Howlin, Patricia; Savage, Sarah; Moss, Philippa; Tempier, Althea; Rutter, Michael

    2013-01-01

    Background: It is well established that very few individuals with autism spectrum disorders (ASD) and an IQ below 70 are able to live independently as adults. However, even amongst children with an IQ in the normal range, outcome is very variable. Childhood factors that predict later stability, improvement or decline in cognitive functioning…

  5. Where Is Cognition If We Talk about the Teaching of English as an International Language?

    ERIC Educational Resources Information Center

    Falabella, Maria Eugenia

    2011-01-01

    This current piece of writing--placed, in disciplinary terms, between Psychology of learning and Methodology/Didactics--aims mainly at showing, in the light of present and updated authorized works, the unequivocal relation that is existent between the concept of distributed cognitions and task-based learning. The former was coined by Hutchins…

  6. Nature-Inspired Cognitive Evolution to Play MS. Pac-Man

    NASA Astrophysics Data System (ADS)

    Tan, Tse Guan; Teo, Jason; Anthony, Patricia

    Recent developments in nature-inspired computation have heightened the need for research into the three main areas of scientific, engineering and industrial applications. Some approaches have reported that it is able to solve dynamic problems and very useful for improving the performance of various complex systems. So far however, there has been little discussion about the effectiveness of the application of these models to computer and video games in particular. The focus of this research is to explore the hybridization of nature-inspired computation methods for optimization of neural network-based cognition in video games, in this case the combination of a neural network with an evolutionary algorithm. In essence, a neural network is an attempt to mimic the extremely complex human brain system, which is building an artificial brain that is able to self-learn intelligently. On the other hand, an evolutionary algorithm is to simulate the biological evolutionary processes that evolve potential solutions in order to solve the problems or tasks by applying the genetic operators such as crossover, mutation and selection into the solutions. This paper investigates the abilities of Evolution Strategies (ES) to evolve feed-forward artificial neural network's internal parameters (i.e. weight and bias values) for automatically generating Ms. Pac-man controllers. The main objective of this game is to clear a maze of dots while avoiding the ghosts and to achieve the highest possible score. The experimental results show that an ES-based system can be successfully applied to automatically generate artificial intelligence for a complex, dynamic and highly stochastic video game environment.

  7. Cognitive and Affective Benefits of an Animated Pedagogical Agent for Learning English as a Second Language

    ERIC Educational Resources Information Center

    Choi, Sunhee; Clark, Richard E.

    2006-01-01

    This study compared the use of an animated pedagogical agent (agent) with an electronic arrow and voice narration (arrow and voice) in a multimedia learning environment where 74 college level English as a Second Language (ESL) students learned English relative clauses. No significant differences in learning or performance were found between the…

  8. Testing Second Language Oral Proficiency in Direct and Semidirect Settings: A Social-Cognitive Neuroscience Perspective

    ERIC Educational Resources Information Center

    Jeong, Hyeonjeong; Hashizume, Hiroshi; Sugiura, Motoaki; Sassa, Yuko; Yokoyama, Satoru; Shiozaki, Shuken; Kawashima, Ryuta

    2011-01-01

    This study used functional magnetic resonance imaging (fMRI) to identify differences in the neural processes underlying direct and semidirect interviews. We examined brain activation patterns while 20 native speakers of Japanese participated in direct and semidirect interviews in both Japanese (first language [L1]) and English (second language…

  9. Cultural, Linguistic and Cognitive Issues in Teaching the Language of Literature for Emergent Bilingual Pupils

    ERIC Educational Resources Information Center

    Macleroy, Vicky

    2013-01-01

    This article investigates the premise that literary texts use language in aesthetic, imaginative and engaging ways that have considerable potential to extend the learning of bilingual pupils. It draws on research findings from a qualitative study that examined the value of developing pedagogic practices for emergent bilingual learners at the…

  10. How Cognitive Factors Affect Language Development in Children with Intellectual Disabilities

    ERIC Educational Resources Information Center

    van der Schuit, Margje; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

    2011-01-01

    The present study investigated the language development of 50 children with intellectual disabilities (ID) and 42 typically developing children from age 4 to 5 years, and was designed to shed more light on the respective roles of phonological working memory (WM) and nonverbal intelligence in vocabulary and syntax development. Results showed that…

  11. Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities

    ERIC Educational Resources Information Center

    Browder, Diane M., Ed.; Spooner, Fred, Ed.

    2006-01-01

    Under NCLB, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. But what material should educators teach from these three content areas, and how should they teach it? With this groundbreaking textbook, future educators will finally have the answers they need. The…

  12. The Sounds of Silence: Language, Cognition, and Anxiety in Selective Mutism

    ERIC Educational Resources Information Center

    Manassis, Katharina; Tannock, Rosemary; Garland, E. Jane; Minde, Klaus; McInnes, Alison; Clark, Sandra

    2007-01-01

    Objectives: To determine whether oral language, working memory, and social anxiety differentiate children with selective mutism (SM), children with anxiety disorders (ANX), and normal controls (NCs) and explore predictors of mutism severity. Method: Children ages 6 to 10 years with SM (n = 44) were compared with children with ANX (n = 28) and NCs…

  13. Enhancing Children's Language Learning and Cognition Experience through Interactive Kinetic Typography

    ERIC Educational Resources Information Center

    Lau, Newman M. L.; Chu, Veni H. T.

    2015-01-01

    This research aimed at investigating the method of using kinetic typography and interactive approach to conduct a design experiment for children to learn vocabularies. Typography is the unique art and technique of arranging type in order to make language visible. By adding animated movement to characters, kinetic typography expresses language…

  14. Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment

    ERIC Educational Resources Information Center

    Arnold, Nike; Ducate, Lara

    2006-01-01

    Discussion boards provide an interactive venue where new and future language teachers can reflect, evaluate, solve problems or simply exchange ideas (e.g., Bonk, Hansen, Grabner-Hagen, Lazar, & Mirabelli, 1996; DeWert, Babinski, & Jones, 2003; Kumari, 2001; Pawan, Paulus, Yalcin, & Chang, 2003). In addition, encouraging future teachers to learn…

  15. Syntactical Complexity in Written Language and Cognitive Development at the Formal Level.

    ERIC Educational Resources Information Center

    Lawson, Anton E.; Shepherd, Gene D.

    1979-01-01

    Investigated the relationship between syntactical complexity of high school students' written language and their ability to reason formally. Format reasoning ability of 50 high school students was measured by a 15-item group-administered demonstration test developed by Lawson. (HM)

  16. Doing Being a Foreign Language Learner in a Classroom: Embodiment of Cognitive States as Social Events

    ERIC Educational Resources Information Center

    Mori, Junko; Hasegawa, Atsushi

    2009-01-01

    Encountering trouble producing a word in the midst of a turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language…

  17. Age Differences and Cognitive Aptitudes for Implicit and Explicit Learning in Ultimate Second Language Attainment

    ERIC Educational Resources Information Center

    Granena, Gisela

    2012-01-01

    Very high-level, functional ability in foreign languages is increasingly important in many walks of life. It is also very rare, and likely requires an early start and/or a special aptitude. This study investigated the extent to which aptitude for explicit learning, defined as "analytic ability" and aptitude for implicit learning, defined…

  18. Cognitive and Linguistic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Text

    ERIC Educational Resources Information Center

    Shum, Mark Shiu Kee; Ki, Wing Wah; Leong, Che Kan

    2014-01-01

    Two groups of 13 to14-year-old alphasyllabary language users (mainly Hindi and Urdu), in integrated or designated school settings (respectively 40 and 48 students), were compared with 59 Chinese students in comprehending 4 elementary Chinese texts, each with three inferential questions requiring short open-ended written answers. Three constructs…

  19. Using Cognitive Strategies To Develop English Language and Literacy. ERIC Digest.

    ERIC Educational Resources Information Center

    Crandall, JoAnn; Jaramillo, Ann; Olsen, Laurie; Peyton, Joy Kreeft

    Immigrant students in secondary schools face a number of obstacles as they make the transition to schooling in the United States. In addition to adjusting to a new country and school system, they must also learn academic content in a new language. Because these students come from a variety of ethnic, educational, and economic backgrounds,…

  20. What's on Your Mind? How Private Speech Mediates Cognition during Initial Non-Primary Language Learning

    ERIC Educational Resources Information Center

    Stafford, Catherine A.

    2013-01-01

    Vygotskian sociocultural theory of mind holds that language mediates thought. According to the theory, speech does not merely put completed thought into words; rather, it is a tool to refine thought as it evolves in real time. This study investigated from a sociocultural theory of mind perspective how nine beginning learners of Latin used private…

  1. Peer Interaction, Cognitive Conflict, and Anxiety on a Grammar Awareness Course for Language Teachers

    ERIC Educational Resources Information Center

    Svalberg, Agneta Marie-Louise

    2012-01-01

    This study explored some MA students' perceptions of a Grammar Awareness course for language teachers. The aim was to understand how group tasks might help students build Grammar Awareness. Two cohorts of students were surveyed and interviewed. In this paper, the survey responses are discussed in some depth. While the first cohort was left to…

  2. Negotiation of Speech Style in Japanese Women's Language: Vantage Theory as Cognitive Sociolinguistics.

    ERIC Educational Resources Information Center

    Adachi, Nobuko

    2002-01-01

    Contrasts differences in language use across the Japanese workplace, including women's speech. Examines what is referred to as "manifestations of power" among Japanese working women. Explores "resistance to subordination" among female university students who have not yet entered professional or domestic life. Comparison of the two groups…

  3. Relationship between Speech, Oromotor, Language and Cognitive Abilities in Children with Down's Syndrome

    ERIC Educational Resources Information Center

    Cleland, Joanne; Wood, Sara; Hardcastle, William; Wishart, Jennifer; Timmins, Claire

    2010-01-01

    Background: Children and young people with Down's syndrome present with deficits in expressive speech and language, accompanied by strengths in vocabulary comprehension compared with non-verbal mental age. Intelligibility is particularly low, but whether speech is delayed or disordered is a controversial topic. Most studies suggest a delay, but no…

  4. Graphic Narratives: Cognitive and Pedagogical Choices for Implementation in the English Language Arts Classroom

    ERIC Educational Resources Information Center

    Dulaney, Margaret Anne

    2012-01-01

    There is little empirical research that investigates the implementation of graphic narratives into the English language arts classroom, subsequently leading to misperceptions and misconceptions about their educative uses. Despite sequential arts' long history, graphic narratives continue to experience a marginalized existence within the…

  5. The cognitive basis of diglossia in Arabic: Evidence from a repetition priming study within and between languages

    PubMed Central

    Ibrahim, Raphiq

    2009-01-01

    This study examined diglossia and its cognitive basis in Arabic. Repetition priming effects were compared within spoken Arabic (SA), as well as with the effects found when the primes were in either literary Arabic (LA) or Hebrew. In experiment 1, using lexical decisions for auditory presented words, a significant priming effect was found at lag 0 when the primes were in LA and in Hebrew. Furthermore, large repetition priming effects were found at relatively long lags (lag 8–12) within SA. This effect was absent when the repetition involved translation equivalents using either Hebrew or LA. The results showing that lexical decisions for words in SA were not influenced by previous presentations of translation equivalents in LA, in addition to the findings from a former study on semantic priming effects, suggest that the status of LA is similar to that of Hebrew and is consistent with the typical organization of L2 in a separate lexicon. Thus, learning LA appears to be, in some respects, more like learning a second language than like learning the formal register of one’s native language. PMID:22110324

  6. Beneficial Effects of Palmitoylethanolamide on Expressive Language, Cognition, and Behaviors in Autism: A Report of Two Cases

    PubMed Central

    Antonucci, Nicola; Cirillo, Alessandra; Siniscalco, Dario

    2015-01-01

    Introduction. Autism spectrum disorders are defined by behavioral and language atypias. Growing body of evidence indicates inflammatory mediators may contribute to the condition. Palmitoylethanolamide (PEA) is naturally occurring and has been available as a nonprescription medical food supplement in Europe since 2008. PEA has been tested in thousands of human subjects without any noted significant side effects. Here we report the first cases of the administration of PEA to two children with autism. Case Presentations. The first 13-year-old male child (Subject 1) presented with a total IgE of 572 IU/mL (nl < 200) and with low mature CD57+ natural killer cell counts (32 cells/µL; nl = 60–300 cells/µL) and with significant eczema and allergic stigmata. Expressive language, as measured by mean length of utterance, and overall autism severity as measured by the Childhood Autism Rating Scale, Second Edition, improved significantly. Atopic symptoms diminished. No side effects were reported. The second male child, age 15 (Subject 2), also displayed noticeable and rapid improvements in cognitive, behaviors, and sociability. Conclusion. Currently, there is no definitive treatment for autism condition. Palmitoylethanolamide could be an effective treatment for autism syndrome. We propose appropriate double-blind clinical trials to further explore palmitoylethanolamide efficacy and safety. PMID:26491593

  7. Hemispheric Language Asymmetry in First Episode Psychosis and Schizotypy: The Role of Cannabis Consumption and Cognitive Disorganization

    PubMed Central

    Herzig, Daniela A.; Sullivan, Sarah; Lewis, Glyn; Corcoran, Rhiannon; Drake, Richard; Evans, Jonathan; Nutt, David; Mohr, Christine

    2015-01-01

    Cannabis use has been related to an elevated psychosis risk and attenuated cognitive functioning. Cannabis-related cognitive impairments are also observed in populations along the psychosis dimension. We here investigated whether a potential behavioral marker of the psychosis dimension (attenuated functional hemispheric asymmetry) is even further attenuated in individuals using cannabis (CU) vs those not using cannabis (nCU). We tested 29 patients with first-episode psychosis (FEP; 11 CU) and 90 healthy controls (38 CU) on lateralized lexical decisions assessing left-hemisphere language dominance. In patients, psychotic symptoms were assessed by Positive & Negative Symptom Scale (PANSS). In controls, self-reported schizotypy was assessed (The Oxford-Liverpool Inventory of Feelings and Experiences: O-LIFE). Results indicated that nCU FEP patients had a relative reduced hemispheric asymmetry, as did controls with increasing cognitive disorganization (CogDis) scores, in particular when belonging to the group of nCU controls. Positive, disorganized and negative PANSS scores in patients and negative and positive schizotypy in controls were unrelated to hemispheric asymmetry. These findings suggest that cannabis use potentially balances rather than exacerbates uncommon hemispheric laterality patterns. Moreover, in healthy populations, the potential stabilization of typical hemispheric asymmetry in CU might be most relevant to individuals with elevated CogDis. We discuss the potential beneficial and harmful effects of cannabis use along the psychosis dimension together with propositions for future studies that should account for the mediating role of additional substances (eg nicotine), cannabis composition (eg cannabidiol content), and individual differences (eg physical health, or absence of significant polysubstance use). PMID:25543118

  8. Markov chains or the game of structure and chance. From complex networks, to language evolution, to musical compositions

    NASA Astrophysics Data System (ADS)

    Blanchard, Ph.; Dawin, J. R.; Volchenkov, D.

    2010-06-01

    Markov chains provide us with a powerful tool for studying the structure of graphs and databases in details. We review the method of generalized inverses for Markov chains and apply it for the analysis of urban structures, evolution of languages, and musical compositions. We also discuss a generalization of Lévy flights over large complex networks and study the interplay between the nonlinearity of diffusion process and the topological structure of the network.

  9. The Evolution of "Enhanced" Cognitive Behavior Therapy for Eating Disorders: Learning from Treatment Nonresponse

    ERIC Educational Resources Information Center

    Cooper, Zafra; Fairburn, Christopher G.

    2011-01-01

    In recent years there has been widespread acceptance that cognitive behavior therapy (CBT) is the treatment of choice for bulimia nervosa. The cognitive behavioral treatment of bulimia nervosa (CBT-BN) was first described in 1981. Over the past decades the theory and treatment have evolved in response to a variety of challenges. The treatment has…

  10. Language Students and Their Technologies: Charting the Evolution 2006-2011

    ERIC Educational Resources Information Center

    Steel, Caroline H.; Levy, Mike

    2013-01-01

    This paper has two key objectives. Firstly, it seeks to record the technologies in current use by learners of a range of languages at an Australian university in 2011. Data was collected via a large-scale survey of 587 foreign language students across ten languages at The University of Queensland, Brisbane, Australia. Notably the data…

  11. From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science

    NASA Astrophysics Data System (ADS)

    Hsu, Pei-Ling; Roth, Wolff-Michael

    2014-09-01

    Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin's dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers.

  12. A tentative framework for the acquisition of language and modern human cognition.

    PubMed

    Tattersall, Ian

    2016-06-20

    Modern human beings process information symbolically, rearranging mental symbols to envision multiple potential realities. They also express the ideas they form using structured articulate language. No other living creature does either of these things. Yet it is evident that we are descended from a non-symbolic and non-linguistic ancestor. How did this astonishing transformation occur? Scrutiny of the fossil and archaeological records reveals that the transition to symbolic reasoning happened very late in hominid history - indeed, within the tenure of anatomically recognizable Homo sapiens. It was evidently not simply a passive result of the increase in brain size that typified multiple lineages of the genus Homo over the Pleistocene. Instead, a brain exaptively capable of complex symbolic manipulation and language acquisition was acquired in the major developmental reorganization that gave rise to the anatomically distinctive species Homo sapiens. The new capacity it conferred was later recruited through the action of a cultural stimulus, most plausibly the spontaneous invention of language. PMID:27014833

  13. Individual Biases, Cultural Evolution, and the Statistical Nature of Language Universals: The Case of Colour Naming Systems

    PubMed Central

    Baronchelli, Andrea; Loreto, Vittorio; Puglisi, Andrea

    2015-01-01

    Language universals have long been attributed to an innate Universal Grammar. An alternative explanation states that linguistic universals emerged independently in every language in response to shared cognitive or perceptual biases. A computational model has recently shown how this could be the case, focusing on the paradigmatic example of the universal properties of colour naming patterns, and producing results in quantitative agreement with the experimental data. Here we investigate the role of an individual perceptual bias in the framework of the model. We study how, and to what extent, the structure of the bias influences the corresponding linguistic universal patterns. We show that the cultural history of a group of speakers introduces population-specific constraints that act against the pressure for uniformity arising from the individual bias, and we clarify the interplay between these two forces. PMID:26018391

  14. Examining the cognitive costs of counterfactual language comprehension: Evidence from ERPs.

    PubMed

    Ferguson, Heather J; Cane, James E

    2015-10-01

    Recent empirical research suggests that understanding a counterfactual event (e.g. 'If Josie had revised, she would have passed her exams') activates mental representations of both the factual and counterfactual versions of events. However, it remains unclear when readers switch between these models during comprehension, and whether representing multiple 'worlds' is cognitively effortful. This paper reports two ERP studies where participants read contexts that set up a factual or counterfactual scenario, followed by a second sentence describing a consequence of this event. Critically, this sentence included a noun that was either consistent or inconsistent with the preceding context, and either included a modal verb to indicate reference to the counterfactual-world or not (thus referring to the factual-world). Experiment 2 used adapted versions of the materials used in Experiment 1 to examine the degree to which representing multiple versions of a counterfactual situation makes heavy demands on cognitive resources by measuring individuals' working memory capacity. Results showed that when reference to the counterfactual-world was maintained by the ongoing discourse, readers correctly interpreted events according to the counterfactual-world (i.e. showed larger N400 for inconsistent than consistent words). In contrast, when cues referred back to the factual-world, readers showed no difference between consistent and inconsistent critical words, suggesting that they simultaneously compared information against both possible worlds. These results support previous dual-representation accounts for counterfactuals, and provide new evidence that linguistic cues can guide the reader in selecting which world model to evaluate incoming information against. Crucially, we reveal evidence that maintaining and updating a hypothetical model over time relies upon the availability of cognitive resources. PMID:26119912

  15. Cognitive control and language across the life span: does labeling improve reactive control?

    PubMed

    Lucenet, Joanna; Blaye, Agnès; Chevalier, Nicolas; Kray, Jutta

    2014-05-01

    How does cognitive control change with age, and what are the processes underlying these changes? This question has been extensively studied using versions of the task-switching paradigm, which allow participants to actively prepare for the upcoming task (Kray, Eber, & Karbach, 2008). Little is known, however, about age-related changes in this ability across the life span when there is no opportunity to anticipate task goals. We examined the effect of 2 kinds of verbal self-instruction-labeling either the task goal or the relevant feature of the stimulus-on 2 components of cognitive control, goal setting and switching, in children, young adults, and older adults. All participants performed single-task blocks and mixed-task blocks (involving unpredictable switching between 2 tasks) in silent and labeling conditions. Participants categorized bidimensional stimuli either by picture or by color, depending on their spatial position in a 2-cell vertical grid. Response times revealed an inverted U shape in performance with age. These age differences were more pronounced for goal setting than for switching, thus generalizing results obtained in situations taping proactive control to this new context forcing reactive control. Further, differential age-related effects of verbalization were also obtained. Verbalizations were detrimental for young adults, beneficial for older adults, and had mixed effects in children. These differences are interpreted in terms of qualitative developmental changes in reactive goal-setting strategies. PMID:24491213

  16. [Acquired dyslexias and dysgraphias under the prism of cognitive neuropsychology: a model for the Spanish language].

    PubMed

    Böhm, P; Diéguez-Vide, F; Peña-Casanova, J; Tainturier, M J; Lecours, A R

    2000-02-01

    The present paper discusses the different clinical manifestations of acquired disorders of reading and writing from a neurocognitive viewpoint. Based on a specific functional architecture of reading and writing--a cognitive model; presented as well--the different syndromes of acquired dyslexias and dysgraphias, that have been described in the specialized literature during the last 25 years, will be reviewed. The different pathologies are distributed along three different functional axes: a plurimodal component, including the semantic system, for the description of peripheric disorders of reading and writing; a lexical block which is justified by the findings in patients with surface dyslexia/dysgraphia; and a third, sublexical component, in order to illustrate the different functional impairments in phonological dyslexia/dysgraphia. Following the description of syndromes due to selective "functional lesions", we discuss deep dyslexia/dysgraphia, a syndrome due to multiple functional lesions. All of the syndromes will be justified and discussed with respect to the different components of the functional architecture presented and are based on cases of the literature and personal observations. Concluding remarks will evaluate the new insights gained by the presented functional arquitecture in relation to other cognitive models for the analysis of reading aloud and writing to dictation of single words. PMID:10769534

  17. The grounding of higher order concepts in action and language: a cognitive robotics model.

    PubMed

    Stramandinoli, Francesca; Marocco, Davide; Cangelosi, Angelo

    2012-08-01

    In this paper we present a neuro-robotic model that uses artificial neural networks for investigating the relations between the development of symbol manipulation capabilities and of sensorimotor knowledge in the humanoid robot iCub. We describe a cognitive robotics model in which the linguistic input provided by the experimenter guides the autonomous organization of the robot's knowledge. In this model, sequences of linguistic inputs lead to the development of higher-order concepts grounded on basic concepts and actions. In particular, we show that higher-order symbolic representations can be indirectly grounded in action primitives directly grounded in sensorimotor experiences. The use of recurrent neural network also permits the learning of higher-order concepts based on temporal sequences of action primitives. Hence, the meaning of a higher-order concept is obtained through the combination of basic sensorimotor knowledge. We argue that such a hierarchical organization of concepts can be a possible account for the acquisition of abstract words in cognitive robots. PMID:22386502

  18. Condition-dependence, developmental plasticity, and cognition: implications for ecology and evolution

    PubMed Central

    Grindstaff, J.L.; Pravosudov, V. V.

    2013-01-01

    Across taxa, both neural growth and cognitive function show considerable developmental plasticity. Data from studies of decision-making, learning and discrimination demonstrate that early life conditions have an impact on subsequent neural growth, maintenance and cognition, with important ecological and evolutionary implications. We provide a synthesis of the evidence that spatial and vocal learning are condition-dependent, addressing what is known about their physiological control and the functional explanations. Neural investment is predicted to be affected by environmental conditions, but the shape of the response should depend on the fitness benefits of the cognitive traits under control. From an evolutionary perspective, traits promoting resistance to environmental perturbations should be favoured when the cognitive trait is a crucial determinant of fitness. PMID:23518414

  19. Modeling Co-evolution of Speech and Biology.

    PubMed

    de Boer, Bart

    2016-04-01

    Two computer simulations are investigated that model interaction of cultural evolution of language and biological evolution of adaptations to language. Both are agent-based models in which a population of agents imitates each other using realistic vowels. The agents evolve under selective pressure for good imitation. In one model, the evolution of the vocal tract is modeled; in the other, a cognitive mechanism for perceiving speech accurately is modeled. In both cases, biological adaptations to using and learning speech evolve, even though the system of speech sounds itself changes at a more rapid time scale than biological evolution. However, the fact that the available acoustic space is used maximally (a self-organized result of cultural evolution) is constant, and therefore biological evolution does have a stable target. This work shows that when cultural and biological traits are continuous, their co-evolution may lead to cognitive adaptations that are strong enough to detect empirically. PMID:26936622

  20. Genesis and Evolution of the Romance-Germanic Language Border in Europe.

    ERIC Educational Resources Information Center

    van Durme, Luc

    2002-01-01

    Discusses various language border theories for the Belgian-Northern French area, and summarizes the results of 40 years of research into the development of the Romance-Germanic language border at large. Suggests that a late Roman Latin-Germanic opposition has functioned as a direct predisposition for the early medieval Romance-Germanic language…