Topics in Cognitive Science最新文献

In the present paper, we describe the Enhanced Literate Mind (ELM) hypothesis. As individuals learn to read and write, they are, from then on, exposed to extensive written-language input and become literate. We propose that acquisition and proficient processing of written language ("literacy") leads to, both, increased language knowledge as well as enhanced language and nonlanguage (perceptual and cognitive) skills. We also suggest that all neurotypical native language users, including illiterate, low literate, and high literate individuals, share a Basic Language Cognition (BLC) in the domain of oral informal language. Finally, we discuss the possibility that the acquisition of ELM leads to some degree of "knowledge parallelism" between BLC and ELM in literate language users, which has implications for empirical research on individual and situational differences in spoken language processing.

The necessity for introducing interactionist and parallelism approaches in different branches of cognitive science emerged as a reaction to classical sequential stage-based models. Functional psychological models that emphasized and explained how different components interact, dynamically producing cognitive and perceptual states, influenced multiple disciplines. Chiefly among them were experimental psycholinguistics and the many applied areas that dealt with humans' ability to process different types of information in different contexts. Understanding how bilinguals represent and process verbal and visual input, how their neural and psychological states facilitate such interactions, and how linguistic and nonlinguistic processing overlap, has now emerged as an important area of multidisciplinary research. In this article, we will review available evidence from different language-speaking groups of bilinguals in India with a focus on situational context. In the discussion, we will address models of language processing in bilinguals within a cognitive psychological approach with a focus on existent models of inhibitory control. The paper's stated goal will be to show that the parallel architecture framework can serve as a theoretical foundation for examining bilingual language processing and its interface with external factors such as social context.

Describing our visual environments is challenging because although an enormous amount of information is simultaneously available to the visual system, the language channel must impose a linear order on that information. Moreover, the production system is at least moderately incremental, meaning that it interleaves planning and speaking processes. Here, we address how the operations of these two cognitive systems are coordinated given their different characteristics. We propose the concept of a perceptual clause, defined as an interface representation that allows the visual and linguistic systems to exchange information. The perceptual clause serves as the input to the language formulator, which translates the representation into a linguistic sequence. Perceptual clauses capture speakers' ability to describe visual scenes coherently while at the same time taking advantage of the incremental abilities of the language production system.

Language is inherently multimodal. In spoken languages, combined spoken and visual signals (e.g., co-speech gestures) are an integral part of linguistic structure and language representation. This requires an extension of the parallel architecture, which needs to include the visual signals concomitant to speech. We present the evidence for the multimodality of language. In addition, we propose that distributional semantics might provide a format for integrating speech and co-speech gestures in a common semantic representation.

Modulation of visual attention in the Visual World Paradigm relies on parallel processing of linguistic and visual information. Previous studies have argued that the human linguistic capacity includes an aspect of anticipation of upcoming material. Such anticipation can be triggered by both lexical and grammatical/morphosyntactic cues. In this study, we investigated the relationship between comprehension and prediction by testing how subtle changes in visual representations can affect the processing of grammatical case cues in Russian by Russian-German bilingual children (n = 49, age 8-13). The linguistic manipulation followed previous designs, contrasting SVO and OVS sentences, where the first NP (NP1) was marked with nominative or accusative case, respectively. Three types of visual displays were compared: (i) individual referents (potential agent/theme); (ii) pairs of referents (NP1 + potential agent/theme); and (iii) events (representing interactions between the referents). Participants were significantly more sensitive to the case manipulation when presented with events compared to the other two types of visual display. This suggests that they were able to quickly integrate the thematic role information signaled by grammatical case in the event representations. However, they were less likely to use the case information to anticipate upcoming arguments when the target pictures represented individual referents or pairs of noninteracting referents. We hypothesize that the process of argument anticipation is mediated by the activation of syntactic templates (SVO or OSV, depending on the case marking on NP1). The relatively weak anticipation effect observed may be attributed to the absence, or weak representation, of the noncanonical OVS template in the bilingual children's long-term memory.

A recurrent problem in lexical semantics is how "deep" the analysis of words and phrases should be. We argue for a deeper analysis of lexical meanings and for relatively rich representations. In particular, we argue that meanings do not form a homogeneous class of mental representations. Rather, they draw on intricate combinations of material from a number of independent domains, each with its own computational affordances. Also, many words can only be characterized in terms of larger frames of knowledge. Frames often encode cultural conventions, as in the case of shortstop, which can only be understood in the context of the frame of the description of a baseball game. In other words, the system of word meanings is heterogeneous in two ways: in terms of domains and in terms of the forms of representation.

Standard models of lexical production assume that speakers access representations of meaning, grammar, and different aspects of sound in a roughly sequential manner (whether or not they admit cascading or interactivity). In contrast, we review evidence for a parallel activation model in which these representations are accessed in parallel. According to this account, word learning involves the binding of the meaning, grammar, and sound of a word into a single representation. This representation is then activated as a whole during production, and so all linguistic components are available simultaneously. We then note that language comprehension involves extensive use of prediction and argue that comprehenders use production mechanisms to determine (roughly) what they would say next if they were speaking. So far, theories of prediction-by-production have assumed sequential lexical production. We therefore reinterpret such evidence in terms of parallel lexical production.

We argue that Jackendoff's Parallel Architecture (PA) is the right way to think about the architecture of the language faculty. The critical property of this architecture is that it allows for genuine explanation by allocating different aspects of linguistic phenomena to appropriate corresponding representations and capacities. The PA forms the basis of a minimalist explanatory program for linguistic theory in the form of Simpler Syntax, emphasizing its constructional approach to syntax and the independence of semantics, phonology, and nonlinguistic cognitive systems.

The Parallel Architecture is a conception of the organization of the mental representations involved in language and of the role of language in the mind as a whole. Its basic premise is that linguistic representations draw on three independent generative systems-phonological, syntactic, and semantic structures-plus a system of interface links by which they communicate with each other. In particular, words serve as partial interface links that govern the way they compose into novel sentences. It is shown that this architecture also provides a natural way to account for our ability to talk about what we see: semantic structure in language has to communicate via interface links with a level of spatial representation that encodes understanding of the physical world. It is suggested that such configurations of independent but linked representations are a widespread feature of cognition.