Modality and the semantics-pragmatics interface

This thesis explores certain aspects of the structure of lexical semantics and its interaction with pragmatic processes of utterance comprehension, using as a case-study a sample of the English modal verbs. Contrary to previous polysemy-based accounts, I propose and defend a unitary semantic account of the English modals, and I give a relevance-theoretic explanation of the construction of their admissible (mainly, root and epistemic) contextual interpretations. Departing from previous accounts of modality, I propose a link between epistemic modality and metarepresentation, and treat the emergence of epistemic modal markers as a result of the development of the human theory of mind. In support of my central contention that the English modals are semantically univocal, I reanalyse a range of arguments employed by previous polysemy-based approaches. These arguments involve the distributional properties of the modals, their relationship to truth-conditional content, the status of so-called speech-act modality, and the historical development of epistemic meanings: it turns out that none of these domains can offer reasons to abandon the univocal semantic analysis of the English modals. Furthermore, I argue that the priority of root over epistemic meanings in language acquisition is predicted by the link between epistemic modality and metarepresentation. Finally, data from a cognitive disorder (autism) are considered in the light of the metarepresentation hypothesis about epistemic modality. The discussion of modality has a number of implications for the concept of polysemy. I suggest that, despite its widespread use in current lexical semantics, polysemy is not a natural class, and use the example of the Cognitive Linguistics to illustrate that polysemy presupposes some questionable assumptions about the structure of lexical concepts. I propose a division of labour between ambiguity, semantic underdeterminacy, and a narrowed version of polysemy, and present its ramifications for the psychology of word meaning. In the final chapter, I extend the proposed framework for modality to the analysis of generic sentences, thereby capturing certain similarities between genericity and modality

Monitoring sources of event memories: A cross-linguistic investigation

When monitoring the origins of their memories, people tend to mistakenly attribute mem- ories generated from internal processes (e.g., imagination, visualization) to perception. Here, we ask whether speaking a language that obligatorily encodes the source of informa- tion might help prevent such errors. We compare speakers of English to speakers of Turkish, a language that obligatorily encodes information source (direct/perceptual vs. indirect/hearsay or inference) for past events. In our experiments, participants reported having seen events that they had only inferred from post-event visual evidence. In general, error rates were higher when visual evidence that gave rise to inferences was relatively close to direct visual evidence. Furthermore, errors persisted even when participants were asked to report the specific sources of their memories. Crucially, these error patterns were equivalent across language groups, suggesting that speaking a language that obligatorily encodes source of information does not increase sensitivity to the distinction between per- ception and inference in event memory

Symposium on Event Predictive Cognition

This symposium on Event-Predictive Cognition (EPCog) will scrutinize the apparent strong linkage between events and predictions. Events, characterized as “a segment of time at a given location that is conceived by an observer to have a beginning and an end” (p.3, Zacks & Tversky, 2001), seem to be predictively encoded in our minds, linking and temporarily binding the essential aspects that constitute an event. However, in different disciplines the concept of an event as well as of predictions and predictive encodings has been treated from different perspectives and by means of different paradigms

Where Snow is a Landmark: Route Direction Elements in Alpine Contexts

Route directions research has mostly focused on urban space so far, highlighting human concepts of street networks based on a range of recurring elements such as route segments, decision points, landmarks and actions. We explored the way route directions reflect the features of space and activity in the context of mountaineering. Alpine route directions are only rarely segmented through decision points related to reorientation; instead, segmentation is based on changing topography. Segments are described with various degrees of detail, depending on difficulty. For landmark description, direction givers refer to properties such as type of surface, dimension, colour of landscape features; terrain properties (such as snow) can also serve as landmarks. Action descriptions reflect the geometrical conceptualization of landscape features and dimensionality of space. Further, they are very rich in the semantics of manner of motion

Grounding Word Learning in Space

Humans and objects, and thus social interactions about objects, exist within space. Words direct listeners' attention to specific regions of space. Thus, a strong correspondence exists between where one looks, one's bodily orientation, and what one sees. This leads to further correspondence with what one remembers. Here, we present data suggesting that children use associations between space and objects and space and words to link words and objects—space binds labels to their referents. We tested this claim in four experiments, showing that the spatial consistency of where objects are presented affects children's word learning. Next, we demonstrate that a process model that grounds word learning in the known neural dynamics of spatial attention, spatial memory, and associative learning can capture the suite of results reported here. This model also predicts that space is special, a prediction supported in a fifth experiment that shows children do not use color as a cue to bind words and objects. In a final experiment, we ask whether spatial consistency affects word learning in naturalistic word learning contexts. Children of parents who spontaneously keep objects in a consistent spatial location during naming interactions learn words more effectively. Together, the model and data show that space is a powerful tool that can effectively ground word learning in social contexts

Integrating Mechanisms of Visual Guidance in Naturalistic Language Production

Situated language production requires the integration of visual attention and lin-guistic processing. Previous work has not conclusively disentangled the role of perceptual scene information and structural sentence information in guiding visual attention. In this paper, we present an eye-tracking study that demonstrates that three types of guidance, perceptual, conceptual, and structural, interact to control visual attention. In a cued language production experiment, we manipulate percep-tual (scene clutter) and conceptual guidance (cue animacy), and measure structural guidance (syntactic complexity of the utterance). Analysis of the time course of lan-guage production, before and during speech, reveals that all three forms of guidance affect the complexity of visual responses, quantified in terms of the entropy of atten-tional landscapes and the turbulence of scan patterns, especially during speech. We find that perceptual and conceptual guidance mediate the distribution of attention in the scene, whereas structural guidance closely relates to scan-pattern complexity. Furthermore, the eye-voice span of the cued object and its perceptual competitor are similar; its latency mediated by both perceptual and structural guidance. These results rule out a strict interpretation of structural guidance as the single dominant form of visual guidance in situated language production. Rather, the phase of the task and the associated demands of cross-modal cognitive processing determine the mechanisms that guide attention

Event categorisation and language: A cross-linguistic study of motion

It is well known that languages differ in how they encode motion. Languages such as English use verbs that communicate the manner of motion (e.g., slide, skip), while languages such as Greek regularly encode motion paths in verbs (e.g., enter, ascend). Here we ask how such cross-linguistic encoding patterns interface with event cognition by comparing labelling and categorisation preferences for motion events by English- and Greek-speaking adults and 5-year-olds. Our studies show that, despite cross-linguistic encoding differences, the categorisation of dynamically unfolding motion events proceeds in identical ways in members of these two linguistic communities. Nevertheless, language-congruent categorisation preferences emerge in tasks that implicitly encourage the use of linguistic stimuli during event apprehension. These data have implications for the relationship between language and event categorisation. © 2009 Psychology Press