Neurally and Mathematically Motivated Architecture for Language and Thought

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt’s “firmness” of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined

Language and cognition influence on evolution of cultures

Evolution of cultures is influenced by languages. To understand this influence the paper analyzes how language and cognition interact in thinking. Is language just used for communication of completed thoughts, or is it fundamental for thinking? We review a hypothesis that language and cognition are two separate but closely interacting mechanisms, and identify each of them. Language accumulates cultural wisdom; cognition develops mental representations modeling surrounding world and adapts cultural knowledge to concrete circumstances of life. Language is acquired from surrounding language ‘ready-made’ and therefore can be acquired early in life. Cognition can not be acquired directly from experience; language is a necessary intermediary, a “teacher.” This model is consistent with recent neuroimaging data about cognition, remaining unnoticed by other theories. The proposed theory explains a number of properties of language and cognition, which previously seemed mysterious. It suggests mechanisms by which language grammars influence emotionality of languages and directs cultural evolution. This theory may explain specifics of English and Arabic cultures. We review theoretical and experimental evidence and discuss future direction