1 Language, Culture, Consciousness References Aissen, Judith. 1999. Markedness and Subject Choice in Optimality Theory. Natur
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June, 2009 VITA Thomas G. Bever Education
June, 2009 VITA Thomas G. Bever Education Harvard College - A.B., 1961 Massachusetts Institute of Technology - Ph.D., 1967 Honors and Awards Phi Beta Kappa - Harvard University - 1961 "Magna cum laude with highest honors in Linguistics and Psychology"- Harvard College - 1961 NIH Predoctoral Fellowship - 1962-1964 Elected to Harvard Society of Fellows - 1964-1967 NSF Faculty Fellowship - 1974-1977 (Summers) Guggenheim Fellowship - 1976/77 Fellow, Center for Advanced Study in the Behavioral Sciences - 1984/85 The Foreign Language Teaching Research Article Award – 2004 – Society for Foreign Language Teaching in China. (Given every 2 years). The Compassionate Friends Award – 2005- “Compassionate employer of the year” Teaching Experience Lecturer, M.I.T., Psychology Department, 1964-1966 Assistant Professor, The Rockefeller University, 1967-1969 Associate Professor, The Rockefeller University, 1969-1970 Professor of Linguistics and Psychology, Columbia University, 1970-1986 Pulse Professor of Psychology, University of Rochester, 1985-1995 Professor of Linguistics, University of Rochester, 1985-1995 Research Professor of Cognitive Science, Linguistics, Neuroscience, Psychology, Language Reading and Culture. University of Arizona, 1995 - present Visiting Professor, USC, Spring 2005 Visiting Professor, University of Leipzig, Fall 2005 Visiting Professor, University of California, Irvine, Spring 2006 Administrative-Academic Activities Vice President, The Rockefeller University Chapter of American Association of University Professors, 1969-1970 -
Developmental Dynamics: Toward a Biologically Plausible Evolutionary Psychology
Psychological Bulletin Copyright 2003 by the American Psychological Association, Inc. 2003, Vol. 129, No. 6, 819–835 0033-2909/03/$12.00 DOI: 10.1037/0033-2909.129.6.819 Developmental Dynamics: Toward a Biologically Plausible Evolutionary Psychology Robert Lickliter Hunter Honeycutt Florida International University Indiana University Bloomington There has been a conceptual revolution in the biological sciences over the past several decades. Evidence from genetics, embryology, and developmental biology has converged to offer a more epigenetic, contingent, and dynamic view of how organisms develop. Despite these advances, arguments for the heuristic value of a gene-centered, predeterministic approach to the study of human behavior and development have become increasingly evident in the psychological sciences during this time. In this article, the authors review recent advances in genetics, embryology, and developmental biology that have transformed contemporary developmental and evolutionary theory and explore how these advances challenge gene-centered explanations of human behavior that ignore the complex, highly coordinated system of regulatory dynamics involved in development and evolution. The prestige of success enjoyed by the gene theory might become a evolutionary psychology assert that applying insights from evolu- hindrance to the understanding of development by directing our tionary theory to explanations of human behavior will stimulate attention solely to the genome....Already we have theories that refer more fruitful research programs and provide a powerful frame- the processes of development to genic action and regard the whole work for discovering evolved psychological mechanisms thought performance as no more than the realization of the potencies of the genes. Such theories are altogether too one-sided. -
The 100 Most Eminent Psychologists of the 20Th Century
Review of General Psychology Copyright 2002 by the Educational Publishing Foundation 2002, Vol. 6, No. 2, 139–152 1089-2680/02/$5.00 DOI: 10.1037//1089-2680.6.2.139 The 100 Most Eminent Psychologists of the 20th Century Steven J. Haggbloom Renee Warnick, Jason E. Warnick, Western Kentucky University Vinessa K. Jones, Gary L. Yarbrough, Tenea M. Russell, Chris M. Borecky, Reagan McGahhey, John L. Powell III, Jamie Beavers, and Emmanuelle Monte Arkansas State University A rank-ordered list was constructed that reports the first 99 of the 100 most eminent psychologists of the 20th century. Eminence was measured by scores on 3 quantitative variables and 3 qualitative variables. The quantitative variables were journal citation frequency, introductory psychology textbook citation frequency, and survey response frequency. The qualitative variables were National Academy of Sciences membership, election as American Psychological Association (APA) president or receipt of the APA Distinguished Scientific Contributions Award, and surname used as an eponym. The qualitative variables were quantified and combined with the other 3 quantitative variables to produce a composite score that was then used to construct a rank-ordered list of the most eminent psychologists of the 20th century. The discipline of psychology underwent a eve of the 21st century, the APA Monitor (“A remarkable transformation during the 20th cen- Century of Psychology,” 1999) published brief tury, a transformation that included a shift away biographical sketches of some of the more em- from the European-influenced philosophical inent contributors to that transformation. Mile- psychology of the late 19th century to the stones such as a new year, a new decade, or, in empirical, research-based, American-dominated this case, a new century seem inevitably to psychology of today (Simonton, 1992). -
CNS 2014 Program
Cognitive Neuroscience Society 21st Annual Meeting, April 5-8, 2014 Marriott Copley Place Hotel, Boston, Massachusetts 2014 Annual Meeting Program Contents 2014 Committees & Staff . 2 Schedule Overview . 3 . Keynotes . 5 2014 George A . Miller Awardee . 6. Distinguished Career Contributions Awardee . 7 . Young Investigator Awardees . 8 . General Information . 10 Exhibitors . 13 . Invited-Symposium Sessions . 14 Mini-Symposium Sessions . 18 Poster Schedule . 32. Poster Session A . 33 Poster Session B . 66 Poster Session C . 98 Poster Session D . 130 Poster Session E . 163 Poster Session F . 195 . Poster Session G . 227 Poster Topic Index . 259. Author Index . 261 . Boston Marriott Copley Place Floorplan . 272. A Supplement of the Journal of Cognitive Neuroscience Cognitive Neuroscience Society c/o Center for the Mind and Brain 267 Cousteau Place, Davis, CA 95616 ISSN 1096-8857 © CNS www.cogneurosociety.org 2014 Committees & Staff Governing Board Mini-Symposium Committee Roberto Cabeza, Ph.D., Duke University David Badre, Ph.D., Brown University (Chair) Marta Kutas, Ph.D., University of California, San Diego Adam Aron, Ph.D., University of California, San Diego Helen Neville, Ph.D., University of Oregon Lila Davachi, Ph.D., New York University Daniel Schacter, Ph.D., Harvard University Elizabeth Kensinger, Ph.D., Boston College Michael S. Gazzaniga, Ph.D., University of California, Gina Kuperberg, Ph.D., Harvard University Santa Barbara (ex officio) Thad Polk, Ph.D., University of Michigan George R. Mangun, Ph.D., University of California, -
Psycholinguistic Research Methods 251
Psycholinguistic Research Methods 251 See also: Deixis and Anaphora: Pragmatic Approaches; Freud S (1915). ‘Die Verdra¨ngung.’ In Gesammelte Werke Jakobson, Roman (1896–1982); Lacan, Jacques (1901– X. Frankfurt am Main: Imago. 1940–1952. 1981); Metaphor: Psychological Aspects; Metonymy; Lacan J (1955–1956). Les Psychoses. Paris: Seuil, 1981. Rhetoric, Classical. Lacan J (1957). ‘L’instance de la lettre dans l’inconscient ou la raison depuis Freud.’ In E´ crits. Paris: Seuil, 1966. Lacan J (1957–1958). Les formations de l’inconscient. Bibliography Paris: Seuil, 1998. Lacan J (1959). ‘D’une question pre´liminaire a` tout traite- Freud S (1900). ‘Die Traumdeutung.’ In Gesammelte werke ment possible de la psychose.’ In E´ crits. Paris: Seuil, II-III. Frankfurt am Main: Imago. 1940–1952. 1966. Freud S (1901). ‘Zur Psychopathologie des Alltagslebens.’ Lacan J (1964). Les quatre concepts fondamentaux de la In Gesammelte werke IV. Frankfurt am Main: Imago. psychanalyse. Paris: Seuil, 1973. 1940–1952. Lacan J (1969–1970). L’envers de la psychanalyse. Paris: Freud S (1905). ‘Der Witz und seine Beziehung zum Unbe- Seuil, 1991. wussten.’ In Gesammelte Werke, VI. Frankfurt am Main: Imago. 1940–1952. Psycholinguistic Research Methods S Garrod, University of Glasgow, Glasgow, UK This usually involves taking the average of the values ß 2006 Elsevier Ltd. All rights reserved. of the dependent variable (response latencies) for each value of the independent variable (each list of words acquired at different ages) and establishing Psycholinguistics aims to uncover the mental repre- whether the differences associated with the different sentations and processes through which people pro- values of the independent variable are statistically duce and understand language, and it uses a wide reliable. -
Mental Imagery: in Search of a Theory
BEHAVIORAL AND BRAIN SCIENCES (2002) 25, 157–238 Printed in the United States of America Mental imagery: In search of a theory Zenon W. Pylyshyn Rutgers Center for Cognitive Science, Rutgers University, Busch Campus, Piscataway, NJ 08854-8020. [email protected] http://ruccs.rutgers.edu/faculty/pylyshyn.html Abstract: It is generally accepted that there is something special about reasoning by using mental images. The question of how it is spe- cial, however, has never been satisfactorily spelled out, despite more than thirty years of research in the post-behaviorist tradition. This article considers some of the general motivation for the assumption that entertaining mental images involves inspecting a picture-like object. It sets out a distinction between phenomena attributable to the nature of mind to what is called the cognitive architecture, and ones that are attributable to tacit knowledge used to simulate what would happen in a visual situation. With this distinction in mind, the paper then considers in detail the widely held assumption that in some important sense images are spatially displayed or are depictive, and that examining images uses the same mechanisms that are deployed in visual perception. I argue that the assumption of the spatial or depictive nature of images is only explanatory if taken literally, as a claim about how images are physically instantiated in the brain, and that the literal view fails for a number of empirical reasons – for example, because of the cognitive penetrability of the phenomena cited in its favor. Similarly, while it is arguably the case that imagery and vision involve some of the same mechanisms, this tells us very little about the nature of mental imagery and does not support claims about the pictorial nature of mental images. -
How a Cognitive Psychologist Came to Seek Universal Laws
Psychonomic Bulletin & Review 2004, 11 (1), 1-23 PSYCHONOMIC SOCIETY KEYNOTE ADDRESS How a cognitive psychologist came to seek universal laws ROGERN. SHEPARD Stanford University, Stanford, California and Arizona Senior Academy, Tucson, Arizona Myearlyfascination with geometry and physics and, later, withperception and imagination inspired a hope that fundamental phenomena ofpsychology, like those ofphysics, might approximate univer sal laws. Ensuing research led me to the following candidates, formulated in terms of distances along shortestpaths in abstractrepresentational spaces: Generalization probability decreases exponentially and discrimination time reciprocally with distance. Time to determine the identity of shapes and, pro visionally, relation between musical tones or keys increases linearly with distance. Invariance of the laws is achieved by constructing the representational spaces from psychological rather than physical data (using multidimensional scaling) and from considerations of geometry, group theory, and sym metry. Universality of the laws is suggested by their behavioral approximation in cognitively advanced species and by theoretical considerations of optimality. Just possibly, not only physics but also psy chology can aspire to laws that ultimately reflect mathematical constraints, such as those ofgroup the ory and symmetry, and, so, are both universal and nonarbitrary. The object ofall science, whether natural science or psy three principal respects. The first is my predilection for chology, is to coordinate our experiences and to bring them applying mathematical ideas that are often ofa more geo into a logical system. metrical or spatial character than are the probabilistic or (Einstein, 1923a, p. 2) statistical concepts that have generally been deemed [But] the initial hypotheses become steadily more abstract most appropriate for the behavioral and social sciences. -
Item-Based Patterns in Early Syntactic Development Brian Macwhinney
Item-based patterns in early syntactic development Brian MacWhinney 1. From words to combinations Children begin language learning by producing one word at a time (Bloom 1973). It may seem obvious that children build up language by putting to- gether small pieces into larger, more complex structures (Simon 1969). However, some researchers have argued that children cannot pick up single words from parental input without relying on additional processes such as statistical learning (Thiessen and Saffran 2007), syntactic bootstrapping (Gleitman 1990), or semantic bootstrapping (Pinker 1995, Siskind 2000). Although these processes are involved in various ways during language learning, it is not clear that they are crucially involved in word learning. Instead, as St. Augustine argued in his Confessions (1952) back in the 4th century, children pick up words because of the ways in which parents pre- sent them, often by pointing at objects directly and naming them. To ex- plore this issue, I examined the maternal input to 16 children in the Brent Corpus in the CHILDES database (http://childes.psy.cmu.edu, MacWhin- ney 2000). The children in this corpus were studied between 9 and 15 months of age and the total size of the database is 496,000 words. This search shows that 23.8% of the maternal utterances are single word utter- ances.1 These results indicate that Augustine’s model is not that far off the mark, and that it is safe to assume that children can pick up many words without relying on additional segmentation (Aslin, Saffran, and Newport 1999) strategies and bootstrapping. Recent models of early word learning (Blanchard, Heinz, and Golinkoff 2010, Monaghan and Christiansen 2010, Rytting, Brew, and Fosler-Lussier 2010) place increasing emphasis on the role of the lexicon in guiding segmentation. -
Conceptual Foundations of Phonology As a Laboratory Science1 Janet Pierrehumbert Department of Linguistics, Northwestern University Mary E
Conceptual Foundations of Phonology as a Laboratory Science1 Janet Pierrehumbert Department of Linguistics, Northwestern University Mary E. Beckman Department of Linguistics, Ohio State University D. R. Ladd Department of Theoretical and Applied Linguistics, University of Edinburgh Paper to appear in N. Burton-Roberts, P. Carr, & G. Docherty (eds.) Phonological Knowledge: Its Nature and Status. Cambridge University Press. Author’s address: Janet Pierrehumbert Department of Linguistics Northwestern University 2106 Sheridan Road Evanston, IL 61208-4090 USA [email protected] 1. INTRODUCTION The term ‘laboratory phonology’ was invented more than a decade ago as the name of an interdisciplinary conference series, and all three of us have co-organized laboratory phonology conferences. Since then, the term has come into use not only for the conference series itself, but for the research activities exemplified by work presented there. In this paper, we give our own perspective on how research in laboratory phonology has shaped our understanding of phonological theory and of the relationship of phonological theory to empirical data. Research activities within laboratory phonology involve the cooperation of people who may disagree about phonological theory, but who share a concern for strengthening the scientific foundations of phonology through improved methodology, explicit modeling, and cumulation of results. These goals, we would argue, all reflect the belief that phonology is one of the natural sciences, and that all of language, including language-specific characteristics and sociolinguistic variation, is part of the natural world. In what follows, we explore the ramifications of this position for the relationship of data and methods to phonological theory; for the denotations of entities in that theory; and for our understanding of Universal Grammar and linguistic competence. -
At the Interface of (Bio)Linguistics, Language Processing, and Neuropsychology
Published in: Biolinguistics Vol 8 (2014) 141-162 « REVIEWS « At the Interface of (Bio)linguistics, Language Processing, and Neuropsychology Sanz, Montserrat, Itziar Laka & Michael K. Tanenhaus (eds.). 2013. Lang- uage Down the Garden Path: The Cognitive and Biological Basis for Linguistic Structures. Oxford: Oxford University Press. by Diego Gabriel Krivochen This book, part of the Oxford Studies in Biolinguistic series, presents a state-of- the-art overview of the field, more specifically, on psycho- and neurolinguistics and their relation to models of syntax, semantics, and morpho-phonology, while advancing its limits with cutting-edge research. A distinctive feature of the piece is the strong presence of interdisciplinary work and the internal coherence of the volume, integrating computational science, cognitive science, neurology and psycholinguistics, as well as syntax, semantics, and morpho-phonology; an integration that is most welcomed as it triggers debate and productive revisiting of the machinery assumed within all aforementioned sub-disciplines of linguistics. The volume is organized around the notion of garden path sentences, relative clauses, and their relations at the processing level; this includes major problems of natural language processing and the relations between syntax, semantics, and morpho-phonology from a more general point of view as well. The editors have chosen to open the book with a reprinted article by Thomas Bever, from 1970 (which becomes a recurrent motif to which the contributors refer once and again -
Sapir, Harris and Chomsky in the Twentieth Century William L
VOLUME 7 29 Cognitive Critique SAPIR, HARRIS AND CHOMSKY IN THE TWENTIETH CENTURY WILLIAM L. ABLER Department of Geology The Field Museum, Chicago, Illinois 60605, USA E-MAIL: [email protected] KEYWORDS algebra, Chomsky, discrete, evolution, language, mind, numbers, sentence ABSTRACT The concept of linguistics has isolated language from other natural systems, and linguistics has remained overwhelmingly a descrip- tive, rather than a theoretical science. The idea of language uni- versals has thus been a matter of finding shared properties among the highest levels in the organization of language, rather than an attempt to understand the connections of language to other natural systems at all levels of its organization. Language basics such as discreteness have been treated as axiomatic or refractory. The ori- gin of language has been treated as an exercise in continuity, rather than an attempt to understand the organization of language. These trends have been driven by the personalities of Edward Sapir, Zellig Harris and Noam Chomsky, more than by scientific considerations. Sapir’s eagerness, Harris’s indecision, and Chomsky’s magnetism have generated a perfect scientific storm. 30 SAPIR, HARRIS AND CHOMSKY IN THE 20TH CENTURY INTRODUCTION In the 1960s, the gossip was still current that linguist Edward Sapir (1921), in the 1920s, had promoted the study of his favorite subject as an independent science, in reaction to the meteoric rise of physics that followed the Eddington eclipse expedition of 1919. Whatever his real motivations, it is possible to watch Sapir (1921, p. 58) aban- don the image of speech-sounds as “atoms” (from chemistry) or (1925/1957, p. -
Experimente Clasice in Psihologie
PSIHOLOGIE - PSIHOTERAPIE Colecţie coordonată de Simona Reghintovschi DOUGLAS MOOK Experimente clasice în psihologie Traducere din engleză de Clara Ruse Prefaţă la ediţia în limba română de Mihai Aniţei A TRei Editori SILVIU DRAGOMIR VASILE DEM. ZAMFIRESCU Director editorial MAGDALENA MÂRCULESCU Coperta FABER STUDIO (S. OLTEANU, A. RĂDULESCU, D. DUMBRĂVICIAN) Redactor RALUCA HURDUC Director producţie CRISTIAN CLAUDIU COBAN Dtp MARIAN CONSTANTIN Corectori ELENA BIŢU EUGENIA URSU Descrierea CIP a Bibliotecii Naţionale a României MOOK, DOUGLAS Experimente clasice în psihologie / Douglas Mook; trad.: Clara Ruse. - Bucureşti: Editura Trei, 2009 ISBN 978-973-707-286-3 I. Ruse, Clara (trad.) 159.9 Această carte a fost tradusă după Classic Experiments in Psychology de Douglas Mook, Editura Greenwood Press, imprintal Grupului Editorial Greenwood, Westport, CT, U.S.A. (http://www.greenwood.com/greenwood_press.aspx) Copyright © 2004 by Douglas Mook Copyright © Editura Trei, 2009 pentru prezenta ediţie C.P. 27-0490, Bucureşti Tel./Fax: +4 021300 60 90 e-mail: [email protected] www.edituratrei.ro ISBN 978-973-707-286-3 în memoria lui Eliot Stellar, care ar fi -putut o scrie mai bine. Cuprins Prefaţă la ediţia română (de Prof.univ.dr. Mihai Aniţei)................................. 11 Prefaţă .............................................................................................................................. 15 Mulţumiri.........................................................................................................................17