Spatial communication systems across languages reflect universal action constraints

The extent to which languages share properties reflecting the non-linguistic constraints of the speakers who speak them is key to the debate regarding the relationship between language and cognition. A critical case is spatial communication, where it has been argued that semantic universals should exist, if anywhere. Here, using an experimental paradigm able to separate variation within a language from variation between languages, we tested the use of spatial demonstratives—the most fundamental and frequent spatial terms across languages. In n = 874 speakers across 29 languages, we show that speakers of all tested languages use spatial demonstratives as a function of being able to reach or act on an object being referred to. In some languages, the position of the addressee is also relevant in selecting between demonstrative forms. Commonalities and differences across languages in spatial communication can be understood in terms of universal constraints on action shaping spatial language and cognition

Language contexts induced by the interlocutors’ proficiencies modulate bilingual language monitoring

The data consists of RTs from two experiments of a study on High L2 proficient bilinguals and Low L2 proficient bilinguals that performed a voluntary object naming task in the presence of interlocutors that were either high or low L2 proficient.</p

Longitudinal Study

We examined whether a short training (eight weeks) in second-language (L2-English) to university students has any facilitative effects on their executive functions. One group received English language training for two months and a control group matched on age and background did not receive any training. We administered objective language task (object-naming) and executive function tasks (Flanker, Stroop and colour-shape switching task) before and after the course. We found that the group that received the training improved significantly on the colour-shape switching task but no improvements were found on the Stroop or the Flanker tasks. Their object-naming latency on English also became faster compared to the control group after the training. The control group’s performance was not different at these two time points. We conclude that even a short training in second-language can enhance some components of executive functions beyond improving language skills in young adult students. We discuss the results with reference to similar other training studies and the effect of language learning on cognitive aspects of neuroplasticity