Utterance Selection Model of Language Change

We present a mathematical formulation of a theory of language change. The theory is evolutionary in nature and has close analogies with theories of population genetics. The mathematical structure we construct similarly has correspondences with the Fisher-Wright model of population genetics, but there are significant differences. The continuous time formulation of the model is expressed in terms of a Fokker-Planck equation. This equation is exactly soluble in the case of a single speaker and can be investigated analytically in the case of multiple speakers who communicate equally with all other speakers and give their utterances equal weight. Whilst the stationary properties of this system have much in common with the single-speaker case, time-dependent properties are richer. In the particular case where linguistic forms can become extinct, we find that the presence of many speakers causes a two-stage relaxation, the first being a common marginal distribution that persists for a long time as a consequence of ultimate extinction being due to rare fluctuations.Comment: 21 pages, 17 figure

The source ambiguity problem: Distinguishing the effects of grammar and processing on acceptability judgments

Judgments of linguistic unacceptability may theoretically arise from either grammatical deviance or significant processing difficulty. Acceptability data are thus naturally ambiguous in theories that explicitly distinguish formal and functional constraints. Here, we consider this source ambiguity problem in the context of Superiority effects: the dispreference for ordering a wh-phrase in front of a syntactically “superior” wh-phrase in multiple wh-questions, e.g., What did who buy? More specifically, we consider the acceptability contrast between such examples and so-called D-linked examples, e.g., Which toys did which parents buy? Evidence from acceptability and self-paced reading experiments demonstrates that (i) judgments and processing times for Superiority violations vary in parallel, as determined by the kind of wh-phrases they contain, (ii) judgments increase with exposure, while processing times decrease, (iii) reading times are highly predictive of acceptability judgments for the same items, and (iv) the effects of the complexity of the wh-phrases combine in both acceptability judgments and reading times. This evidence supports the conclusion that D-linking effects are likely reducible to independently motivated cognitive mechanisms whose effects emerge in a wide range of sentence contexts. This in turn suggests that Superiority effects, in general, may owe their character to differential processing difficulty

Morphological variation and sensitivity to frequency of forms among native speakers of Czech

This article looks at inter-speaker variation in two environments: the genitive and locative singular cases of masculine ‘hard inanimate’ nouns in Czech, using a large-scale survey of native speakers that used two tasks to test their preferences for certain forms (acceptability) and their choices (gap filling). Our hypothesis that such variation exists was upheld, but only within limited parameters. Most biographical data (age, gender, education) played no role in respondents’ choices or preferences. Their region of origin played a small but significant role, although not the one expected. Relating the two types of tasks to each other, we found that respondents’ use of the ratings scale did not correlate to their choice of forms, but their overall strength of preference for one form over another did correlate with their choices. Inter-speaker variation does thus go some way to explaining the persistent diversity in this paradigm and arguably may contribute to its maintenance

Boundary domain genes were recruited to suppress bract growth and promote branching in maize

Grass inflorescence development is diverse and complex and involves sophisticated but poorly understood interactions of genes regulating branch determinacy and leaf growth. Here, we use a combination of transcript profiling and genetic and phylogenetic analyses to investigate tasselsheath1 (tsh1) and tsh4, two maize genes that simultaneously suppress inflorescence leaf growth and promote branching. We identify a regulatory network of inflorescence leaf suppression that involves the phase change gene tsh4 upstream of tsh1 and the ligule identity gene liguleless2 (lg2). We also find that a series of duplications in the tsh1 gene lineage facilitated its shift from boundary domain in nongrasses to suppressed inflorescence leaves of grasses. Collectively, these results suggest that the boundary domain genes tsh1 and lg2 were recruited to inflorescence leaves where they suppress growth and regulate a nonautonomous signaling center that promotes inflorescence branching, an important component of yield in cereal grasses

The impact of sound field systems on learning and attention in elementary school classrooms

Purpose: An evaluation of the installation and use of sound field systems (SFS) was carried out to investigate their impact on teaching and learning in elementary school classrooms. Methods: The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers and experimental testing of students with and without the use of SFS. Students ’ perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a six month period are reported. Results: Teachers were positive about the use of SFS in improving children’s listening and attention to verbal instructions. Over time students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading or spelling. Use of SFS in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students ’ listening comprehension score

Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention

This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139) collected information on the behavioral intention of preservice science teachers engaging in STEM education. Data were analyzed using descriptive statistics, path analysis, and analysis of variance. Results revealed that, in terms of direct effects, higher perceived behavioral control and subjective norms were associated with stronger STEM teaching intention. More positive attitude and greater knowledge were indirectly associated with higher subjective norms and perceived behavioral control, which resulted in stronger STEM teaching intention. Additionally, gender did not affect preservice teachers’ intention to adopt STEM teaching approaches. However, preservice teachers whose specialization was in different fields tended to influence their knowledge and perceived behavioral control; these issues require further investigation

Predicting language diversity with complex network

Evolution and propagation of the world's languages is a complex phenomenon, driven, to a large extent, by social interactions. Multilingual society can be seen as a system of interacting agents, where the interaction leads to a modification of the language spoken by the individuals. Two people can reach the state of full linguistic compatibility due to the positive interactions, like transfer of loanwords. But, on the other hand, if they speak entirely different languages, they will separate from each other. These simple observations make the network science the most suitable framework to describe and analyze dynamics of language change. Although many mechanisms have been explained, we lack a qualitative description of the scaling behavior for different sizes of a population. Here we address the issue of the language diversity in societies of different sizes, and we show that local interactions are crucial to capture characteristics of the empirical data. We propose a model of social interactions, extending the idea from, that explains the growth of the language diversity with the size of a population of country or society. We argue that high clustering and network disintegration are the most important characteristics of models properly describing empirical data. Furthermore, we cancel the contradiction between previous models and the Solomon Islands case. Our results demonstrate the importance of the topology of the network, and the rewiring mechanism in the process of language change

A dynamic network analysis of emergent grammar

For languages to survive as complex cultural systems, they need to be learnable. According to traditional approaches, learning is made possible by constraining the degrees of freedom in advance of experience and by the construction of complex structure during development. This article explores a third contributor to complexity: namely, the extent to which syntactic structure can be an emergent property of how simpler entities – words – interact with one another. The authors found that when naturalistic child directed speech was instantiated in a dynamic network, communities formed around words that were more densely connected with other words than they were with the rest of the network. This process is designed to mirror what we know about distributional patterns in natural language: namely, the network communities represented the syntactic hubs of semi-formulaic slot-and-frame patterns, characteristic of early speech. The network itself was blind to grammatical information and its organization reflected (a) the frequency of using a word and (b) the probabilities of transitioning from one word to another. The authors show that grammatical patterns in the input disassociate by community structure in the emergent network. These communities provide coherent hubs which could be a reliable source of syntactic information for the learner. These initial findings are presented here as proof-of-concept in the hope that other researchers will explore the possibilities and limitations of this approach on a larger scale and with more languages. The implications of a dynamic network approach are discussed for the learnability burden and the development of an adult-like grammar

Preverbs: an introduction

The notion ‘preverb’ is a traditional descriptive notion in Indo-European linguistics. It refers to morphemes that appear in front of a verb, and which form a close semantic unit with that verb. In many cases, the morpheme that functions as a preverb can also function without a preverbal context, often as an adverb or an adposition. Most linguists use the notion ‘preverb’ as a cover term for preverbal words and preverbal prefixes. The preverb may be separated from the verb whilst retaining its close cohesion with the verb, which is called ‘tmesis’. It may also develop into a bound morpheme, that is, a prefix inseparable from the verb, with concomitant reduction of phonological form in some cases. If the preverb has become a real prefix, we may use the more specific notion of ‘complex verb’, whereas we take the notion ‘complex predicate’ to refer generally to multi-morphemic expressions with verbal valency. That is, we make a terminological distinction between complex predicates and complex verbs. The latter are multi-morphemic, but behave as single grammatical words