embodied cognition(s), development and...
TRANSCRIPT
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Embodied cognition(s), development and language:
An outsider’s perspective
Jesse Snedeker
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Embodiment takes many forms
• Our bodily actions, in an environment, driven by goals, shape cognition 3 time scales – Evolutionary (Phylogenetic)
– Development (Ontogenetic)
– As we plan them (Chronometric)
This is a claim about outcomes, not cognitive architecture or representations
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Embodiment takes many forms
Barsalou: Perceptual Symbol Systems
• Traditional view: cognition is computation on modal symbol systems that are “independent of perception, action & introspection”
• Claim: cognition grounded in modal simulations, bodily states, and situated action
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Action Compatibility Effect
Example: Aravena P, Hurtado E, Riveros R, Cardona JF, Manes F, et al. (2010) Phenomenon: Glenberg & Kaschak, 2002; Zwaan and Taylor , 2006
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Activation of Motor Cortices
Tettamanti, M. et al. Listening to action-related sentences activates fronto-parietal motor circuits. J. Cogn. Neurosci. 17, 273–281 (2005).
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Motor activation causally implicated
Subthreshold Transcranial Magnetic Stimulation
(faciliatory)
Pulvermüller, F., Hauk, O., Nikulin, V. V. & Ilmoniemi, R. J. Functional links between motor and language systems. Eur. J. Neurosci. 21, 793–797 (2005).
Interaction No Differences No Differences
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Many caveats….
• Effects often depend on semantic context
– 1st vs. 3rd person, negation & tense
• Effects for abstract metaphoric language unstable across studies
• Disputes about which regions are truly motoric
• Disputes about time course of the effects
But there is no denying:
• That perceptual and motor cortices are activated during language processing
• This activation can effect language processing
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But what do these effects tell us about conceptual representation?
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with
– Processing causally influenced by these links
– Partially composed of
– Initially completely composed of
– Completely composed of
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with
– Processing causally influenced by these links
– Partially composed of
– Initially completely composed of
– Completely composed of
All theories are embodied in this sense
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Embodiment in Fodor
• Concepts are constituents of beliefs – Roughly word-sized
– Mental representations
• Manipulated in central workspace (LoT)
• Concepts have no internal structure
• Conceptual content is due to causal link between referent and mental tokens of that concept – Experiential grounding!
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Modularity
Fodor (1983) • Modular perceptual systems
– vision, audition
• Modular input systems – object recognition, language
• Central workspace – Higher Cognitive Functions: science, analogy
Places limitations on the role of perception and action in cognition
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Fodor’s criteria for modules
1. Domain specific
2. Innately specified
3. Shallow well-defined outputs
4. Information encapsulation
5. Mandatory
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Comprehension is a series of processes
phonology
lexicon
syntax
semantics
pragmatics
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Modularity: Processes sequential & independent
phonology
lexicon
syntax
semantics
pragmatics
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21st Century Standard Model: Cascaded Processing
phonology
lexicon
syntax
semantics
pragmatics
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phonology
lexicon
syntax
semantics
pragmatics
21st Century Standard Model: Cascaded Processing
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phonology
lexicon
syntax
semantics
pragmatics
21st Century Standard Model: Cascaded Processing
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phonology
lexicon
syntax
semantics
pragmatics
21st Century Standard Model: Cascaded Processing
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O L K G
log lock
Example: Phonosemantic priming
“Pick up the log…g”
Conceptual priming via phonological associate
Marslen-Wilson & Zwitserlood (1989)
Yee & Sedivy (2006)
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5 yr old children also show phonsemantic priming
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Unrelated Prime
Pro
po
rtio
n o
f lo
ok
s t
o p
ictu
re
p < .05
Huang & Snedeker (2011)
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phonology
lexicon
syntax
semantics
pragmatics
21st Century Standard Model: Interactive Processing
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Incremental, interactive processing crosses from perception to language
pragmatics
phonology
lexicon
syntax
semantics
Perception
Perception
Action
Action
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Incremental visual activation from words (Pirog Reville, Aslin, Tanenhaus & Bavalier, 2008)
• Learn novel motion and state change verbs
• Words have phonological cohort members from the same class or from a different class
– gapito = turn white (state change)
– gapitu = oscilate vertically (motion)
• Activation in V5/MT (motion) is greater for verbs with motion competitors
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Informational cascade in object naming
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Informational cascade in object naming
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LOG
Informational cascade in object naming
log
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G O L
Informational cascade in object naming
K
log
“log”
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This conversion must occur during speaking, but is it present otherwise?
Implicit Naming: the activation of linguistic representations in a non-communicative task
Evidence:
• Phonosemantic activation in infants (Manizeh Khan)
Manizeh Khan
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Phonosemantic activation…. without speech
“cat”
1500ms
200ms
2050ms
“oooh”
“cup”
Inspired by Mani & Plunkett (in prep)
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Unrelated Trials
1500ms
200ms
“oooh”
2050ms
“book”
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Implicit naming creates phonosemantic inhibition in 24 month olds
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Pro
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Tar
get
Milliseconds from onset of “ooh”
related
unrelated
* *
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What about adults?
• Little evidence for phonological activation • Yes: working memory (Zelinsky & Murphy, 2000)
• No: visual search (Telling, 2009; Zelinskey & Murphy, 2000) and free viewing (Khan, Fitts & Snedeker, in prep)
• But lexical activation is common • Homophonous competitors are fixated in visual search
(Meyer et al., 2007) and free viewing (Khan et al., in prep)
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21st century standard model is pervasive
Rees, Kreiman & Koch (2002)
Example: visual areas in macaque
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links
– Partially composed of
– Initially completely composed of
– Completely composed of
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links
– Partially composed of
– Initially completely composed of
– Completely composed of
If we accept the 21st century standard model,
this follows on any theory of concepts
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Embodied effects in 21st century standard model
Assume non-embodied conceptual content
• Activation in sensory and motor cortices* – Spontaneous activation of representations linked to concept
(or form)
• Action Compatibility Effect – Interference/facilitation from linked representation
• Transcranial Magnetic Stimulation • Interference/facilitation from linked representations
* Interpretation depends on our belief that brain chunk X builds sensory representation (vs. conceptual ones). This is often unclear (e.g., Bedny et al., 2008; Kemmerer et al., 2012)
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links √
– Partially composed of
– Initially, completely composed of
– Completely composed of
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Sensory-motor concepts
• Is conceptual content perceptual? – Question is ill-defined
– Perception can be as abstract as you want
– Agent detector and causal perception (Carey, 2010)
• Is conceptual content solely sensory-motor? – Concept well-described in sensory or motor primitives
– Concept well-justified on basis of sensory-motor experience
• What is conceptual content? – Individuates concepts
– Involved in semantic composition
– May underlie perceptual categorization or analytic truth
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links √
– Partially composed of
– Initially, completely composed of
– Completely composed of
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Could all concepts be entirely sensory-motor?
• Philosophical concepts? (truth, knowledge)
• Mathematical concepts? (infinity, variable, real numbers)
• Moral concepts?
• Kinship relations?
• Quantifiers?
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Could work-a-day concepts be entirely sensory-motor?
• Adults’ deliberate categorization based on non-sensory information
– Animals identity based on birth/parentage
– Artifact identity based on creator’s intentions
– Naïve essentialism
What am I now,
a cat or a dog? Bloom, Gelman, Wellman, Markman, Atran, Waxman, Medin, Carey
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Abstract semantic representations allow for better descriptions of language
• Theories of syntax-semantic interface invoke abstract meanings (act, cause, become, state)
• Predict verb alternations and typological differences
(7) manner [ x ACT<MANNER> ] (e.g., jog, run, creak, whistle, . . . )
(8) instrument [ x ACT<INSTRUMENT> ] (e.g., brush, hammer, saw, shovel, . . . )
(9) container [ x CAUSE [ y BECOME AT <CONTAINER> ] ] (e.g., bag, box, cage, crate, garage, pocket, . . . )
(10) internally caused state [ x <STATE> ] (e.g., bloom, blossom, decay, flower, rot, rust, sprout, . . . )
(11) externally caused state [ [ x ACT ] CAUSE [ y BECOME <STATE> ] ] (e.g., break, dry, harden, melt, open, . . . )
Rappaport Hovav & Levin
2010
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Abstract semantic representations allow for better descriptions of language
• Semantic structure constrains production and comprehension of negative polarity items (Chierchia,2004; Steinhauer et al., 2010; Drenhaus et al. 2004)
1a. John didn’t eat any of the cookies 1b. John ate any of the cookies.*
2a. If John ate any of the cookies, then he will be sick. 2b. If Mary is gone, then John ate any of the cookies.*
3a. Every boy who ate any of the cookies will get punished. 3b. Some boy who ate any of the cookies will get punished.*
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Entailment context
Upward Entailing
• John ate chocolate chip cookies John ate cookies
Downward Entailing
• John didn’t eat cookies John didn’t eat chocolate chip cookies
Cookies
Chocolate Chip Cookie
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links √
– Partially composed of
– Initially, completely composed of
– Completely composed of X
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Are children’s concepts sensory-motor?
• Categorization of animals and artifacts
– Children (sometimes) rely more on perceptual features than adults
– But reliance on internal properties emerges early
– As does sensitivity to history and intention for artifacts
Bloom, Gelman, Wellman, Markman, Kemler-Nelson, Waxman, Carey, Baldwin
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Infants have a rich conceptual repertoire
• Pre-linguistic infants infer:
– Goals of agents (including unfamiliar agents)
– Causal structure of events
– Beliefs of other people
• By 18-27 months abstract linguistic operators appear
– More, want
– Tense and plural markers
– Negation
Onishi & Baillergeon, Saxe, Woodward, Leslie, Schultz, Carey, Gergeley, Csibra
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Could children acquire these concepts through language?
Assume infant has only sensory-motor concepts
• Hearing the phonological form won’t cause new concepts to grow
• How could linking a sound to the sensory-motor primitives change their content?
• Maybe we come to define words via other words: – But they would either be ungrounded or reducible
to sensory primitives…..
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So why does this idea persist?
Folks can’t imagine the alternative.
The core knowledge hypothesis (Carey & Spelke, 1996)
– Evolution provides cognitive procedures to extract high-level conceptual regularities from our experience
– These procedures are, or produce, innate concepts
– They are informed by perception but not built anew from sensation by brute force
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Number
As a case study in innate
abstraction
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Children learn number words in stages (Wynn, 1990)
ONE-KNOWER
One
Two
Three
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Children learn number words in stages
TWO-KNOWER
Two
Three
Four
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Children learn number words in stages
THREE-KNOWER
Two
Three
Four
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Children learn number words in stages
FOUR-KNOWER
Two
Three
Four
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• For adults number words are abstract
– Don’t refer to things or properties
– Predicates over sets of individuals from different ontological categories (e.g., objects, events)
• Children primarily learn to count objects….
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Initial meaning of number words
• numbers acquired via experience with objects
• if initial concepts are abstract they should be quickly extend to other individuals
1
2
3
Input
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Initial meaning of number words
• numbers acquired via experience with objects
• if initial concepts are abstract they should be quickly extend to other individuals
sounds actions
concept
|U{X: F(X) G(X)}| = 2 1
2
3
Mapping to objects
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Initial meaning of number words
• If the initial meaning is concrete and applies only to objects, other uses acquired gradually via input
Mapping to actions
1
2
3
input
1
2
3
Mapping to objects
Mapping to sounds
1
2
3
input
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Produce-a-number sound task
Make the dog bark
two times
Bark! Bark!
Bark! Bark! Bark!
...three times
Compared to the give-a-fish task
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Early number words apply to events as well as objects
0
0.2
0.4
0.6
0.8
1
One-knower Two-knower Three-knower Four-knower
Number knowledge
Pro
po
rtio
n o
f h
igh
est
so
un
d p
rod
ucti
on
One Two Three Four
R= .917, p < .001
Huang, Snedeker & Spelke (cut by over zealous reviewers)
N=68 2;6 to 3;9
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Where do these exact number concepts come from?
Pre-linguistic children have 2 systems for representing number….
– Small Exact Number • Represents sets 1, 2 & 3
– Large Approximate Number System • Analog Magnitude System
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2
Approximate Number System in Adults (Barth, Kanwisher & Spelke, 2003)
1
“Is fewer or
more than ?” 1 2
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0
10
20
30
40
50
60
70
80
90
100
16 vs 32 16 vs 24 16 vs 20 16 vs 18 16 vs 17 8 vs 16 8 vs 12 8 vs 10 8 vs 9
accuracy (% correct)
Numerosity discrimination by adults (Barth)
50
60
70
80
90
100
2 1.5 1.25 1.15 1.1
set size ratio
% c
orr
ect
resp
on
ses
large (40-80)
medium (20-40)
small (10-20)
Weber’s Law:
The discriminability
of two numerosities
depends on their ratio.
Chance (50%)
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These representations are abstract: apply to individuals across domains and modalities
1
“Is fewer or
more than ?” 1 2
2
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.
50
60
70
80
90
100
% C
orr
ect
Visual
Comparison
Crossmodal
Comparison
7673
Accuracy
Cross-modal comparisons are almost as accurate as
comparisons within the visual modality alone.
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Adults can perform computations over these concepts: Addition of visual arrays
1
“Is the sum of
and fewer or
more than ?”
1 2
2 “add”
3
3
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These computations can occur across modalities
1
“Is the sum of
and fewer or
more than ?”
1 2
“add”
3
3
2
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Nonsymbolic Comparison and Addition
Barth, Kanwisher & Spelke (2003)
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5-year-old children also have abstract large number representations
Barth, Lamont, Lipton & Spelke (2005)
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Infants also have a large approximate number system
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8 vs. 16 dots
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Newborn infants match number across modalities
Izard, Saan, Spelke & Sterhi (2009)
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How are these abstract number representations created
• Evolutionarily old system (rats, ants…)
• Associated with interparietal sulcus
• Spatial (and functional) overlap with other magnitude estimates
Cantlon et al. (2010)
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How are these abstract number representations created
• Mechanism allows for accumulation on the basis of individuation
abstraction is in the creation of an individual (filling the cup)
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Where do integers come from….
• They are more powerful than either pre-linguistic representation
– Infinite set size and precise numerosity – Can distinguish 17 from 18 or 200 from 201
• Possible ingredients:
– Counting routine
– Integrated with approximate number system?
– Integrated with small exact numerosities?
– Integrated with natural language quantifiers?
See Carey (2009)
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links √
– Partially composed of
– Initially, completely composed of
– Completely composed of X
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Embodied cognition(s)
• Embodiment: the claim that concepts are grounded in sensory-motor systems
• Grounded =
– Linked to, connected with √
– Processing causally influenced by these links √
– Partially composed of
– Initially, completely composed of X
– Completely composed of X
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Partially embodied concepts?
• Mechanism for integration will depend on theory of conceptual content – Feature theories (arguably exhausted: exemplar, prototype etc.)
– Conceptual Role Semantics (Keil, Carey)
– Atomic theories (Laurence & Margolis, 2002)
– Neo-Classical theories (Kemmerer & Gonzalez-Castillo, 2010)
• Some traveling tips – Decide what you want your theory of conceptual
content to do (we may need more than one) – Consider theories of content with complementary
strengths