[Value of linguistic considerations in the field of psychosis. Demonstrated on Schreber's "Memoirs of a neurotic patient"].
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Freudian Theory↗
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[The problem of the linguistic and scientivic position of psychopathology in the framework of current psychiatry].
An attempt has been made to explain on the one hand the significance of the psychopathological terminology. In contrast to the "dynamic psychiatry", where the language has preponderantly an anticipating, finalizing character with regard to the therapeutical process, it is here being made clear that the cognition of the full existence requires a defined analysis in case of a psychic distrubance. A conceivable aspiration for orderliness thus opens the way to impartial objectiveness. To a special extent the psychiatrist here appears to be obliged to the word itself, particularly within the framework of transcultural psychiatric research, that is, both in regard to philosophical and cultural-historical conditions. The figurative and symbolic character of the language seems to be necessary in psychopathology to make clear the existence of a psychopathological state of mind for lack of another system of definition. On the other hand, it should be shown that also psychopathology - without being subjected to foreign infiltration of a philosophysing medical doctrine - must be embedded in the philosophical way of thinking, if it will not evade an answer to the all important question of a finiteness or infiniteness of man beyond all positive ways of thinking by the fact of the psychophysical problems amid its science and the unique irrationality thereof.
Cross-Cultural Comparison↗
Motion events in language and cognition.
This study investigated whether different lexicalization patterns of motion events in English and Spanish predict how speakers of these languages perform in non-linguistic tasks. Using 36 motion events, we compared English and Spanish speakers' linguistic descriptions to their performance on two non-linguistic tasks: recognition memory and similarity judgments. We investigated the effect of language processing on non-linguistic performance by varying the nature of the encoding before testing for recognition and similarity. Participants encoded the events while describing them verbally or not. No effect of language was obtained in the recognition memory task after either linguistic or non-linguistic encoding and in the similarity task after non-linguistic encoding. We did find a linguistic effect in the similarity task after verbal encoding, an effect that conformed to language-specific patterns. Linguistic descriptions directed attention to certain aspects of the events later used to make a non-linguistic judgment. This suggests that linguistic and non-linguistic performance are dissociable, but language-specific regularities made available in the experimental context may mediate the speaker's performance in specific tasks.
Adult↗
Affinities among Melanesians, Micronesians, and Polynesians: a neutral biparental genetic perspective.
The human colonization of Remote Oceania, the vast Pacific region including Micronesia, Polynesia, and Melanesia beyond the northern Solomon Islands, ranks as one of the greatest achievements of prehistory. Many aspects of human diversity have been examined in an effort to reconstruct this late Holocene expansion. Archaeolinguistic analyses describe a rapid expansion of Austronesian-speaking "Lapita people" from Taiwan out into the Pacific. Analyses of biological markers, however, indicate genetic contributions from Pleistocene-settled Near Oceania into Micronesia and Polynesia, and genetic continuity across Melanesia. Thus, conflicts between archaeolinguistic and biological patterns suggest either linguistic diffusion or gene flow across linguistic barriers throughout Melanesia. To evaluate these hypotheses and the general utility of linguistic patterns for conceptualizing Pacific prehistory, we analyzed 14 neutral, biparental genetic (short tandem repeat) loci from 965 individuals representing 27 island Southeast Asian, Melanesian, Micronesian, and Polynesian populations. Population bottlenecks during the colonization of Remote Oceania are indicated by a statistically significant regression of loss of heterozygosity on migration distance from island Southeast Asia (r = 0.78, p < 0.001). Genetic and geographic distances were consistently correlated (r > 0.35, p < 0.006), indicating extensive gene flow primarily focused among neighboring populations. Significant correlations between linguistic and geographic patterns and between genetic and linguistic patterns depended upon the inclusion of Papuan speakers in the analyses. These results are consistent with an expansion of Austronesian-speaking populations out of island Southeast Asia and into Remote Oceania, followed by substantial gene flow from Near Oceanic populations. Although linguistic and genetic distinctions correspond at times, particularly between Western and Central-Eastern Micronesia, gene flow has reduced the utility of linguistic data within Melanesia. Overall, geographic proximity is a better predictor of biparental genetic relationships than linguistic affinities.
Alleles↗
The interaction of language and thought in children's language acquisition: a crosslinguistic study.
The purpose of this research was to investigate the potential interaction of conceptual representations and linguistic systems in the process of language acquisition. Language-thought interactions were studied in 80 American, 48 Finnish and 48 Polish preschool children. The research focused on the conceptual and linguistic development of space and time. The spatial and temporal conceptual tasks were designed to measure the transition from experimental to inferential knowledge of space/time representations. In the linguistic domain, comprehension and production tests were used to evaluate the children's capacity to understand mono- and bi-referential location in space and time, where mono-referential location involves a single referent object/event with intrinsic properties (e.g. in/on or past/non-past), and bi-referential location requires two or more referent objects/events and relative perspective (e.g. deictic front/back or before/after). The conceptual and linguistic tests revealed significant changes during the period from two to five years of age, and measures of conceptual development were correlated with measures of linguistic development. As spatial and temporal representations became more structured, children were able to move from mono- to bi-referential location. In a comprehension test, we discovered an interaction of language by dimension. Finnish children found spatial distinctions relatively easy and Polish children found temporal distinctions relatively easy. This interaction was expected on the basis of the relative complexity of the morpho-syntactic coding in the spatial and temporal systems of the two languages. However, the argument relating the timing of acquisition to the transparency versus opacity of the linguistic systems was not supported by the English language comparison. Finally, the Finnish children were relatively better able to accomplish the spatial conceptual tasks as compared to the Polish children. This finding is consistent with a developmental concept of linguistic relativity. In general, the research indicates that spatial and temporal linguistic systems and representational knowledge interact during development with the influence occurring in both directions.
Child↗
Lexical entries and rules of language: a multidisciplinary study of German inflection.
Following much work in linguistic theory, it is hypothesized that the language faculty has a modular structure and consists of two basic components, a lexicon of (structured) entries and a computational system of combinatorial operations to form larger linguistic expressions from lexical entries. This target article provides evidence for the dual nature of the language faculty by describing recent results of a multidisciplinary investigation of German inflection. We have examined: (1) its linguistic representation, focussing on noun plurals and verb inflection (participles), (2) processes involved in the way adults produce and comprehend inflected words, (3) brain potentials generated during the processing of inflected words, and (4) the way children acquire and use inflection. It will be shown that the evidence from all these sources converges and supports the distinction between lexical entries and combinatorial operations. Our experimental results indicate that adults have access to two distinct processing routes, one accessing (irregularly) inflected entries from the mental lexicon and another involving morphological decomposition of (regularly) inflected words into stem + affix representations. These two processing routes correspond to the dual structure of the linguistic system. Results from event-related potentials confirm this linguistic distinction at the level of brain structures. In children's language, we have also found these two processes to be clearly dissociated; regular and irregular inflection are used under different circumstances, and the constraints under which children apply them are identical to those of the adult linguistic system. Our findings will be explained in terms of a linguistic model that maintains the distinction between the lexicon and the computational system but replaces the traditional view of the lexicon as a simple list of idiosyncrasies with the notion of internally structured lexical representations.
Adult↗
Language development in children with simple-partial left-hemisphere epilepsy.
The nature of cerebral involvement in the acquisition of language was addressed in this longitudinal study of children with an early diagnosis of epilepsy with simple-partial seizures (SPE) and with epileptogenic foci localized in the left frontal (LF) lobe. Yearly evaluations of six SPE-LF children on tests of linguistic comprehension (pointing, understanding of narrative, and understanding of prepositions) and production (repetition, lexical diversity, and grammatical production) were carried out between the ages of 3 and 8 years and compared to those of large samples of control children on the same tasks and at each age level. Linguistic production of all children were transcribed, coded, and analyzed using the Child Language Data Exchange System (MacWhinney & Snow, 1991). Individual evolution trajectories revealed that SPE-LF children showed a clear dissociation in linguistic performance between comprehension and production. Linguistic comprehension gradually improved to reach normal performance levels by age 7 while linguistic production, even at later stages, remained quite poor. This dissociation in the development of linguistic performance in SPE-LF children suggests a complex interplay between brain maturation dynamics and dysfunction modulating the succession of stages in language development. The observed persistent deficits in specific aspects of linguistic performance argue for an early involvement of the anterior areas of the left cerebral hemisphere in the production of language.
Age Factors↗
Baby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands.
The "ba, ba, ba" sound universal to babies' babbling around 7 months captures scientific attention because it provides insights into the mechanisms underlying language acquisition and vestiges of its evolutionary origins. Yet the prevailing mystery is what is the biological basis of babbling, with one hypothesis being that it is a non-linguistic motoric activity driven largely by the baby's emerging control over the mouth and jaw, and another being that it is a linguistic activity reflecting the babies' early sensitivity to specific phonetic-syllabic patterns. Two groups of hearing babies were studied over time (ages 6, 10, and 12 months), equal in all developmental respects except for the modality of language input (mouth versus hand): three hearing babies acquiring spoken language (group 1: "speech-exposed") and a rare group of three hearing babies acquiring sign language only, not speech (group 2: "sign-exposed"). Despite this latter group's exposure to sign, the motoric hypothesis would predict similar hand activity to that seen in speech-exposed hearing babies because language acquisition in sign-exposed babies does not involve the mouth. Using innovative quantitative Optotrak 3-D motion-tracking technology, applied here for the first time to study infant language acquisition, we obtained physical measurements similar to a speech spectrogram, but for the hands. Here we discovered that the specific rhythmic frequencies of the hands of the sign-exposed hearing babies differed depending on whether they were producing linguistic activity, which they produced at a low frequency of approximately 1 Hz, versus non-linguistic activity, which they produced at a higher frequency of approximately 2.5 Hz - the identical class of hand activity that the speech-exposed hearing babies produced nearly exclusively. Surprisingly, without benefit of the mouth, hearing sign-exposed babies alone babbled systematically on their hands. We conclude that babbling is fundamentally a linguistic activity and explain why the differentiation between linguistic and non-linguistic hand activity in a single manual modality (one distinct from the human mouth) could only have resulted if all babies are born with a sensitivity to specific rhythmic patterns at the heart of human language and the capacity to use them.
Hand↗
The role of the striatum in rule application: the model of Huntington's disease at early stage.
The role of the basal ganglia, and more specifically of the striatum, in language is still debated. Recent studies have proposed that linguistic abilities involve two distinct types of processes: the retrieving of stored information, implicating temporal lobe areas, and the application of combinatorial rules, implicating fronto-striatal circuits. Studies of patients with focal lesions and neurodegenerative diseases have suggested a role for the striatum in morphological rule application, but functional imaging studies found that the left caudate was involved in syntactic processing and not morphological processing. In the present study, we tested the view that the basal ganglia are involved in rule application and not in lexical retrieving in a model of striatal dysfunction, namely Huntington's disease at early stages. We assessed the rule-lexicon dichotomy in the linguistic domain with morphology (conjugation of non-verbs and verbs) and syntax (sentence comprehension) and in a non-linguistic domain with arithmetic operations (subtraction and multiplication). Thirty Huntington's disease patients (15 at stage I and 15 at stage II) and 20 controls matched for their age and cultural level were included in this study. Huntington's disease patients were also assessed using the Unified Huntington's Disease Rating Scale (UHDRS) and MRI. We found that early Huntington's disease patients were impaired in rule application in the linguistic and non-linguistic domains (morphology, syntax and subtraction), whereas they were broadly spared with lexical processing. The pattern of performance was similar in patients at stage I and stage II, except that stage II patients were more impaired in all tasks assessing rules and had in addition a very slight impairment in the lexical condition of conjugation. Finally, syntactic rule abilities correlated with all markers of the disease evolution including bicaudate ratio and performance in executive function, whereas there was no correlation with arithmetic and morphological abilities. Together, this suggests that the striatum is involved in rule processing more than in lexical processing and that it extends to linguistic and non-linguistic domains. These results are discussed in terms of domain-specific versus domain-general processes of rule application.
Adult↗
Genetic variation in North Africa and Eurasia: neolithic demic diffusion vs. Paleolithic colonisation.
The hypothesis that both genetic and linguistic similarities among Eurasian and North African populations are due to demic diffusion of neolithic farmers is tested against a wide database of allele frequencies. Demic diffusion of farming and languages from the Near East should have determined clines in areas defined by linguistic criteria; the alternative hypothesis of cultural transmission does not predict clines. Spatial autocorrelation analysis shows significant gradients in three of the four linguistic families supposedly affected by neolithic demic diffusion; the Afroasiatic family is the exception. Many such gradients are not observed when populations are jointly analyzed, regardless of linguistic classification. This is incompatible with the hypothesis that major cultural transformations in Eurasia (diffusion of related languages and spread of agriculture) took place without major demographic changes. The model of demic diffusion seems therefore to provide a mechanism explaining coevolution of linguistic and biological traits in much of the Old World. Archaeological, linguistic, and genetic evidence agree in suggesting a multidirectional process of gene flow from the Near East in the neolithic. However, the possibility should be envisaged that some allele frequency patterns can predate the neolithic and depend on the initial spread of Homo sapiens sapiens from Africa into Eurasia.
Agriculture↗
Contrasting patterns of Y chromosome and mtDNA variation in Africa: evidence for sex-biased demographic processes.
To investigate associations between genetic, linguistic, and geographic variation in Africa, we type 50 Y chromosome SNPs in 1122 individuals from 40 populations representing African geographic and linguistic diversity. We compare these patterns of variation with those that emerge from a similar analysis of published mtDNA HVS1 sequences from 1918 individuals from 39 African populations. For the Y chromosome, Mantel tests reveal a strong partial correlation between genetic and linguistic distances (r=0.33, P=0.001) and no correlation between genetic and geographic distances (r=-0.08, P>0.10). In contrast, mtDNA variation is weakly correlated with both language (r=0.16, P=0.046) and geography (r=0.17, P=0.035). AMOVA indicates that the amount of paternal among-group variation is much higher when populations are grouped by linguistics (Phi(CT)=0.21) than by geography (Phi(CT)=0.06). Levels of maternal genetic among-group variation are low for both linguistics and geography (Phi(CT)=0.03 and 0.04, respectively). When Bantu speakers are removed from these analyses, the correlation with linguistic variation disappears for the Y chromosome and strengthens for mtDNA. These data suggest that patterns of differentiation and gene flow in Africa have differed for men and women in the recent evolutionary past. We infer that sex-biased rates of admixture and/or language borrowing between expanding Bantu farmers and local hunter-gatherers played an important role in influencing patterns of genetic variation during the spread of African agriculture in the last 4000 years.
Africa↗
Children's sensitivity to syllables, onsets, rimes, and phonemes.
It has been argued that children's performance on phonological awareness tasks varies with the linguistic level that is tapped by the task. For example, tasks that involve syllables are thought to be easier than tasks that involve lower-level linguistic units, and tasks that tap the level of onsets are thought to be easier than tasks that require access to single phonemes. In previous research, however, the linguistic status of a unit has often been confounded with its size. Five experiments were carried out in an attempt to disentangle these variables and so to provide a better test of the linguistic status hypothesis. In the first study, preschoolers and kindergartners more readily judged that two stimuli shared a beginning sound when that sound was an onset on its own than when it was part of a cluster onset. In two additional experiments, there was an advantage for syllables over rimes in kindergarten and first-grade children when the shared units occurred in the middle syllables of trisyllabic stimuli. The superiority for syllables was largely masked in two other studies in which the stimuli that shared a unit rhymed. This latter result suggests that children's familiarity with rhyme can override the syllable advantage. Overall, the results support the linguistic status hypothesis by indicating that effects of linguistic level on phonological sensitivity cannot always be reduced to effects of unit size.
Child↗
Language patterns of adolescent autistics.
The language samples of seven verbal autistic adolescents were analyzed. Linguistic deficits were compared to characteristics reported for preteen autistics and described structurally. Only four subjects demonstrated linguistic impairments. These clustered primarily in the area of prosodic features, semantic cooccurrence constraints and general disfluency. No such clustering had been reported for the preteen population. No correlation between linguistic deficits, IQ, and age was found. However, performance on the Seashore Test for Musical Ability correlated highly with linguistic performance. Results suggest that (a) autism includes liguistically, and possibly etiologically, distinct subtroups; (b) the basic linguistic deficits in autism may be more specific than thought previously; and (c) perception of prosodic features may be crucial for decoding and encoding linguistic signals. Autistic children may be lacking in this ability.
Adolescent↗
A computational learning model for metrical phonology.
One of the major challenges to linguistic theory is the solution of what has been termed the "projection problem". Simply put, linguistics must account for the fact that starting from a data base that is both unsystematic and relatively small, a human child is capable of constructing a grammar that mirrors, for all intents and purposes, the adult system. In this article we shall address ourselves to the question of the learnability of a postulated subsystem of phonological structure: the stress system. We shall describe a computer program which is designed to acquire this subpart of linguistic structure. Our approach follows the "principles and parameters" model of Chomsky (1981a, b). This model is particularly interesting from both a computational point of view and with respect to the development of learning theories. We encode the relevant aspects of universal grammar (UG)--those aspects of linguistic structure that are presumed innate and thus present in every linguistic system. The learning process consists of fixing a number of parameters which have been shown to underlie stress systems and which should, in principle, lead the learner to the postulation of the system from which the primary linguistic data (i.e., the input to the learner) is drawn. We go on to explore certain formal and substantive properties of this learning system. Questions such as cross-parameter dependencies, determinism, subsets, and incremental versus all-at-once learning are raised and discussed in the article. The issues raised by this study provide another perspective on the formal structure of stress systems and the learnability of parameter systems in general.
Artificial Intelligence↗
Evidentiality in language and cognition.
What is the relation between language and thought? Specifically, how do linguistic and conceptual representations make contact during language learning? This paper addresses these questions by investigating the acquisition of evidentiality (the linguistic encoding of information source) and its relation to children's evidential reasoning. Previous studies have hypothesized that the acquisition of evidentiality is complicated by the subtleness and abstractness of the underlying concepts; other studies have suggested that learning a language which systematically (e.g. grammatically) marks evidential categories might serve as a pacesetter for early reasoning about sources of information. We conducted experimental studies with children learning Korean (a language with evidential morphology) and English (a language without grammaticalized evidentiality) in order to test these hypotheses. Our experiments compared 3- and 4-year-old Korean children's knowledge of the semantics and discourse functions of evidential morphemes to their (non-linguistic) ability to recognize and report different types of evidential sources. They also compared Korean children's source monitoring abilities to the source monitoring abilities of English-speaking children of the same age. We found that Korean-speaking children have considerable success in producing evidential morphology but their comprehension of such morphology is very fragile. Nevertheless, young Korean speakers are able to reason successfully about sources of information in non-linguistic tasks; furthermore, their performance in these tasks is similar to that of English-speaking peers. These results support the conclusion that the acquisition of evidential expressions poses considerable problems for learners; however, these problems are not (necessarily) conceptual in nature. Our data also suggest that, contrary to relativistic expectations, children's ability to reason about sources of information proceeds along similar lines in diverse language-learning populations and is not tied to the acquisition of the linguistic markers of evidentiality in the exposure language. We discuss implications of our findings for the relationship between linguistic and conceptual representations during development.
Asian People↗
Semantic relations used by normal and language-impaired children at stage I.
Two-word utterances of four language-impaired children at Brown's Stage I level of linguistic development were compared with two-word utterances of four young normal children at the same linguistic level to determine any differences between the two groups in the use of a set of 10 basic semantic relations. Type-token ratios for each semantic relation were used to compare use of semantic relations between groups. A significant difference was obtained for only one relation, with the language-impaired group demonstrating greater diversity in the use of the introducer + entity relation than the normal group. The findings indicated that at Stage I level of linguistic development, the language-impaired children demonstrated a linguistic system no different than the system of normal Stage I children. The findings are discussed relative to possible cognitive and linguistic strategies involved in language acquisition. It is suggested that some language-impaired children rather than being deficient in their ability to understand and code the basic semantic relations demonstrate a deficit in the higher, more complex aspects of the linguistic coding system.
Child, Preschool↗
Say it with me: stuttering inhibited.
This study examined fluency enhancement in people who stutter via the concomitant presentation of silently mouthed visual speech. Ten adults who stutter recited memorized text while watching another speaker silently mouth linguistically equivalent and linguistically different material. Relative to a control condition, in which no concomitant stimulus was provided, stuttering was reduced by 71% in the linguistically equivalent condition versus only 35% in the linguistically different condition. Despite being an 'incomplete' second speech signal, visual speech possesses the capacity to immediately and substantially enhance fluency when it is linguistically equivalent to the intended utterance. It is suggested that fluency enhancement via concomitantly presented external speech is achieved through the extraction of relevant speech gestures from the external speech signal that compliment the intended production, thereby compensating for possible internal inconsistencies in the matching of speech codes in people who stutter. As visual speech perception relies on fewer redundant cues to demarcate the intended gestures, when used as an external stuttering inhibitor, higher degrees of linguistic equivalence seem to be necessary for optimal stuttering inhibition.
Adolescent↗
Real-time language processing in school-age children with specific language impairment.
BACKGROUND: School-age children with specific language impairment (SLI) exhibit slower real-time (i.e. immediate) language processing relative to same-age peers and younger, language-matched peers. Results of the few studies that have been done seem to indicate that the slower language processing of children with SLI is due to inefficient higher-order linguistic processing and not to difficulties with more basic acoustic-phonetic processing. However, this claim requires further experimental verification. AIMS: It was investigated whether the real-time language processing deficit of children with SLI arises from inferior acoustic-phonetic processing, inefficient linguistic processing, or both poor sensory processing and linguistic processing. If these children's impaired online language processing is due to inferior acoustic-phonetic processing, then their reaction time (RT) for recognizing words presented in list fashion should be significantly longer relative to control children's RT. If, however, their impaired language processing relates to inefficient linguistic processing, then, relative to control children, their RT for word-list-presented words should be comparable and their sentence-embedded word-recognition RT should be significantly longer. METHODS & PROCEDURES: Sixteen school-age children with SLI, 16 age-matched (CA) typically developing children, and 16 receptive-syntax matched (RS) children completed two word-recognition RT tasks. In one task, children monitored word lists for the occurrence of a target word (isolated lexical processing task). In the second task, children monitored simple sentences for a target word (sentence-embedded lexical processing task). In both tasks, children made a timed response immediately upon recognizing the target. OUTCOMES & RESULTS: Children with SLI and CA children showed comparable RT in the isolated lexical processing task and both were faster than RS children. In the sentence-processing task, children with SLI were slower at lexical processing than CA and RS children, with CA children demonstrating the fastest processing. CONCLUSIONS: The real-time language processing of children with SLI appears to be attributable to inefficient higher-order linguistic processing operations and not to inferior acoustic-phonetic processing. The slower language processing of children with SLI relative to younger, language-matched children suggests that the language mechanism of children with SLI operates more slowly than what might otherwise be predicted by their linguistic competence.
Analysis of Variance↗