DOCSLIB.ORG

Linguistic Influences in Categorization Are Phonological Priming Effects

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Linguistic Influences in Categorization Are Phonological Priming Effects Linguistic Influences in Categorization Emmanuel M Pothos1 Nick Chater2 Andrew J Stewart3 1 Department of Psychology, University of Edinburgh 2 Department of Psychology, University of Warwick 3 School of Psychology, Bangor University [email protected] There is an abundance of experimental evidence for how language affects similarity and catego- rization. But no account has been forthcoming as to how these results potentially affect formal models of categorization, that are typically insensitive to language information. In this paper we explore this issue via simple categorization tasks under different linguistic manipulation con- ditions. More specifically, we found that participants’ expectations about category structure is indeed affected by the linguistic label given to the category exemplars presented, and that such effects appear to be beyond the scope of current formal models of categorization. Are Phonological Priming Effects Fragile? The Interaction of Phono- logical and Orthographic Forms in Masked Priming Ram Frost Riki Gotesman Sarah Tayeb Merav Ahissar Department of Psychology, The Hebrew University, Jerusalem, Israel [email protected] Most demonstrations of prelexical coding of phonology involve the backward masking paradigm. In contrast, forward masking is considered to be sensitive to orthographic form rather than to phonological structure. Using forward masked priming, we examined how phonological and or- thographic similarity interact in the recognition of target Hebrew words or nonwords. The deep Hebrew orthography allows simple manipulations in which the orthographic structure is kept constant while phonological dissimilarity gradually increases, and vice-versa. We measured the impact of phonological and orthographic similarity in various contrast/luminance conditions. Our results showed an identical linear effect of letter or phoneme alterations. Thus, we obtained clear evidence for both orthographic and phonological priming. Moreover, the effects for words and nonwords were identical. These results demonstrate that even subtle phonological manip- ulation affects masked priming, and that this effect reflects prelexical coding rather than post- lexical search. Examining the Contact Account of Own-Race Bias in Face Pro- cessing Using a Flicker Paradigm: Support for the Development of Differential Perceptual Skills Ben C Jones School of Psychology, University of St. Andrews, Scotland, UK [email protected] Using Asian and Caucasian face images presented within a flicker paradigm (Rensink, O’Regan and Clark, 1997), a statistically significant own-race bias in face-change detection rates is demon- 1 strated for both Asian (N = 32) and Caucasian (N = 32) participants. The adoption of the flicker paradigm allows the role of low-level perceptual skills to be disambiguated from higher-level, semantic-driven processes as change detection represents a perceptual discrimination task em- ploying sub-optimal (i.e., very brief) stimulus presentation. The observed own-race bias in change detection rates can thus be attributed to the development of differential (i.e., race specific) low- level perceptual skills and is consistent with the contact account of own-race bias in face process- ing (in which differential contact with own- and other-race face exemplars generates the devel- opment of differential perceptual skills—Valentine and Endo, 1992). The Representation and Processing of Integers Joseph Tzelgov Ben Gurion University of the Negev, Beer Sheva, Israel [email protected] Subjects were presented with pairs of numbers for magnitude comparison. The set of numbers contained both positive and negative integers. Performance in three tasks were evaluated: (a) numerical comparisons of numbers differing only in their numerical size, (b) numerical com- parisons of the absolute magnitude of numbers differing only in their numerical size, and (c) physical comparisons of numbers differing in physical and numerical size. The results obtained were consistent with the assumption that integers are represented in terms of two dimensions, magnitude and polarity, and only the processing of magnitude is automatic. Individual Differences in Strategies to Deal with Working Mem- ory Tasks Edward N˛ecka Jarosław Orzechowski Institute of Psychology, Jagiellonian University, Poland [email protected] In spite of Saul Sternberg’s conviction, STM scanning is not always serial and exhaustive. Whether it is serial or parallel, and exhaustive or self-terminating, depends on task’s conditions and in- dividual preferences. In a series of five experiments it has been found that slow presentation of stimuli (1000 ms. per item) usually produces serial and exhaustive effects, as first observed by Sternberg. However, quick presentation of stimuli (300 ms. per item) often makes scanning pro- cesses more parallel and self-terminating. Moderate speed of presentation (750 ms. per item) is the one which allows individual preferences and strategies to appear. Some people behave in the way which suggests parallel and self-terminating scanning, others stick to serial and exhaustive strategy of search. These differences partly depend on individual storage capacity of one’s WM. People wit capacious WM are more often inclined to adopt serial strategy, whereas those with less capacious WM prefer parallel search. Focusing in Complex Sentences Jamie Pearson1 Rosemary J Stevenson1 Massimo Poesio2 1 HCRC, University of Durham, UK 2 ICCS and HCRC, University of Edinburgh, Scotland UK [email protected] 2 According to centring theory (Grosz et al, 1995), the utterance subject is the highest ranked en- tity and hence the most accessible to a subsequent pronoun. However, “utterance” (the focusing unit) is not defined. If the unit is the sentence, then ranking is difficult to determine in complex sentences in which each clause has a separate subject (Kameyama, 1998; Suri & McCoy, 1994). Alternatively, the unit may be the clause, with the ranking in the final clause determining acces- sibility for a subsequent pronoun. Two self-paced reading-time experiments investigated this issue, using complex sentences containing that-complements. Target sentences contained a subject pronoun referring either to the main clause subject of the preceding (complex) sentence or to the complement clause subject. Reading times were faster when the pronoun referred to the main clause subject, suggesting that the complement clause is embedded and does not update the focus. We conclude that the focusing unit is the sentence. Modelling Language Processing Asymmetries in the Cerebral Hemi- spheres Padraic Monaghan1 Michal Lavidor2 Richard Shillcock1;3 Andrew Ellis2 1 Institute for Adaptive and Neural Computation, Informatics, Edinburgh Univ. 2 Department of Psychology, University of York 3 Department of Psychology, University of Edinburgh [email protected] Speculations concerning language processing in the cerebral hemispheres have recently benefit- ted from connectionist models that instantiate the separate processors of the two hemispheres (e.g., Reggia et al., 1998). We present a connectionist model of lexical decision that implements the anatomy of the visual pathways such that the right visual field (RVF) projects initially to the left hemisphere (LH), and the LVF to the RH (Shillcock, Ellison & Monaghan, 2000). Lavidor and Ellis (submitted) reported that orthographic neighbourhood size influences lexical decision when words are presented to the RH but not to the LH. After training on a realistic corpus of words, the model closely reflects the asymmetric neighbourhood effect. We discuss the implications of this asymmetry as an emergent effect of the anatomical structure of the model interacting with the characteristics of the lexicon. Verbalisation may Interfere With or Facilitate Multiple Face Recog- nition Charity Brown Toby J Lloyd-Jones Department of Psychology, University of Kent at Canterbury, UK [email protected] A substantial line of research shows that participants describing a previously seen face (compared to those providing no description) are less accurate in later identifying that face from a line-up of faces (e.g., Schooler & Engstler-Schooler, 1990). However, two experiments reported here re- veal both interference and facilitative effects of verbalisation upon the speed and accuracy with which multiple to-be-remembered unfamiliar faces are later recognised. Compared with provid- ing no description, describing a single face following the presentation of multiple non-verbalised faces elicited longer response latencies for later recognition of those faces (Experiment 1). In con- trast, describing each face presented at study benefited later recognition accuracy (Experiment 2). 3 Although verbalising a single face after presentation of multiple faces may ‘overshadow’ the ap- plication of perceptual processes suited to face recognition, verbalising each individual face after presentation provides protection from verbal overshadowing. Number Processing Modulates the Speed and Accuracy of Spatial Behaviour Martin H Fischer Psychology Department, University of Dundee, Scotland [email protected] Parity judgments for small numbers (1, 2) are faster with the left hand, while parity judgments for larger numbers (8, 9) are faster with the right hand. This response speed effect suggests a Spa- tial Numerical Association of Response Codes (SNARC effect; Dehaene et al. [1993], JEP-General, 122, 371–396). Bisecting long digit strings with a pencil showed a similar
Load more

Recommended publications
  • The Roles of Attention and Sensory Information During Speech
    PSSXXX10.1177/0956797614563766Meekings et al.Do We Know What We’re Saying? 563766research-article2015 Commentary Psychological Science 2015, Vol. 26(12) 1975 –1977 Do We Know What We’re Saying? © The Author(s) 2015 Reprints and permissions: sagepub.com/journalsPermissions.nav The Roles of Attention and Sensory DOI: 10.1177/0956797614563766 Information During Speech Production pss.sagepub.com Sophie Meekings, Dana Boebinger, Samuel Evans, César F. Lima, Sinead Chen, Markus Ostarek, and Sophie K. Scott Institute of Cognitive Neuroscience, University College London Received 5/19/14; Revision accepted 11/20/14 Lind, Hall, Breidegard, Balkenius, and Johansson (2014a, experiment, of the word that they currently needed to 2014b) recently published articles tackling a core question inhibit. Lind et al. focused their analysis and interpreta- concerning speech production: At which stage of process- tion exclusively on those trials within this subset in ing are communicative intentions specified? Taking a posi- which participants did not notice that the word had tion contrary to dominant models of speech production been exchanged. However, according to the criteria (e.g., Levelt, 2001), they suggested that utterances “often Lind et al. used, there was evidence that the majority of are semantically underspecified” (Lind et al., 2014a, p. 8) these exchanges were in fact detected (~73%), and only before articulation, and that “auditory feedback” (Lind a minority went unnoticed (~27%). The frequent detec- et al., 2014a, 2014b) is an important mechanism for speci- tion of the manipulations suggests that auditory feed- fying the meaning of what one says. In their experiment back is unlikely to be a prime mechanism (Lind et al., (Lind et al.
    [Show full text]
  • What Is the Cognitive Neuroscience of Art… and Why Should We Care? W
    What Is the Cognitive Neuroscience of Art… and Why Should We Care? W. P. Seeley Bates College There has been considerable interest in recent years in whether, and if so to what degree, research in neuroscience can contribute to philosophical studies of mind, epistemology, language, and art. This interest has manifested itself in a range of research in the philosophy of music, dance, and visual art that draws on results from studies in neuropsychology and cognitive neuroscience.1 There has been a concurrent movement within empirical aesthet- ics that has produced a growing body of research in the cognitive neuroscience of art.2 However, there has been very little collaboration between philosophy and the neuroscience of art. This is in part due, to be frank, to a culture of mutual distrust. Philosophers of art AMERICAN SOCIETY have been generally skeptical about the utility of empirical results to their research and vocally dismissive of the value of what has come to be called neuroaesthetics. Our counter- for AESThetics parts in the behavioral sciences have been, in turn, skeptical about the utility of stubborn philosophical skepticism. Of course attitudes change…and who has the time to hold a An Association for Aesthetics, grudge? So in what follows I would like to draw attention to two questions requisite for Criticism and Theory of the Arts a rapprochement between philosophy of art and neuroscience. First, what is the cognitive neuroscience of art? And second, why should any of us (in philosophy at least) care? Volume 31 Number 2 Summer 2011 1 What Is the Cognitive Neuroscience of There are obvious answers to each of these questions.
    [Show full text]
  • The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
    BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes.
    [Show full text]
  • Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’S Processing Experience?
    Personality and Social Psychology Review Copyright © 2004 by 2004, Vol. 8, No. 4, 364–382 Lawrence Erlbaum Associates, Inc. Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’s Processing Experience? Rolf Reber Department of Psychosocial Science University of Bergen, Norway Norbert Schwarz Department of Psychology and Institute for Social Research University of Michigan Piotr Winkielman Department of Psychology University of California, San Diego We propose that aesthetic pleasure is a function of the perceiver’s processing dynam- ics: The more fluently perceivers can process an object, the more positive their aes- thetic response. We review variables known to influence aesthetic judgments, such as figural goodness, figure–ground contrast, stimulus repetition, symmetry, and pro- totypicality, and trace their effects to changes in processing fluency. Other variables that influence processing fluency, like visual or semantic priming, similarly increase judgments of aesthetic pleasure. Our proposal provides an integrative framework for the study of aesthetic pleasure and sheds light on the interplay between early prefer- ences versus cultural influences on taste, preferences for both prototypical and ab- stracted forms, and the relation between beauty and truth. In contrast to theories that trace aesthetic pleasure to objective stimulus features per se, we propose that beauty is grounded in the processing experiences of the perceiver, which are in part a func- tion of stimulus properties. What is beauty? What makes for a beautiful face, kiewicz, 1970). This objectivist view inspired many appealing painting, pleasing design, or charming scen- psychological attempts to identify the critical contrib- ery? This question has been debated for at least 2,500 utors to beauty.
    [Show full text]
  • 6-7 January 2005 1
    LONDON MEETING 6-7 JANUARY 2005 1 A scientific meeting will be held at the Department of Psychology, University College London on 6/7 January, 2005. The local organiser is Dr Sophie Scott. EPS Prize Lecture Thursday 6 January at 5.30 – 6.30 A Framework for Facial Expression Recognition: Better Late than Never Dr Andy Calder, (MRC Cognition and Brain Sciences Unit, Cambridge) Symposia Thursday 6 January 9.30 – 1pm Mechanisms of Imitation Organiser: Professor Cecilia Heyes Friday 7 January 10.00 – 1pm “The Social Face” Organiser: Dr Andy Calder Poster Session Will be held on Thursday 6 January at 4pm – 5.30pm in Room 305 (Third Floor Seminar Room) and the Third Floor Common Room. Assigned poster numbers can be found in the Poster Index of this programme. Delegates may put up posters from 9.00 and take them down by 5.30. Platform Presentations Sessions will be held in the Ground Floor and Lower Ground Floor Lecture Theatres of the Psychology Department (26 Bedford Way, WC1). Both theatres have data projectors available for Powerpoint presentations. Presenters may provide their own laptops and connector leads, or bring disks or CDs for the on-site computers which run Powerpoint 97 under Windows NT/2000. Any queries about facilities in the theatres should be sent to the local organiser, Sophie Scott ([email protected]) Coffee will be served in Room 308 (Third Floor Common Room) There will be a drinks reception on Thursday evening at 6.30 in the Old Refectory, on the main UCL campus. The conference dinner will be at 7.30 at Bertorelli’s, 19-23 Charlotte Street, London WC1 – (020-7636 4174).
    [Show full text]
  • Archives De Pierre Buser
    Fonds Pierre Buser (1921-2013) Centre d’Archives en Philosophie, Histoire et Édition des Sciences (UMS3610, CNRS-ENS Paris) Fonds Pierre Buser (1921-2013) Plan de l’inventaire : Informations liminaires I. Carrière (PB 1.1) II. Textes de Pierre Buser (PB 1.2-PB 4) III. Cours de Pierre Buser (PB 5.1-PB 5.3) IV. Journées d’études (PB 5.4-PB 6.8) V. Correspondance (PB 6.9-PB 7.5) VI. Documentation de travail (PB 7.6-PB 19.4) Index des noms cités dans l’inventaire CAPHÉS -2018 Page 1 Fonds Pierre Buser (1921-2013) Biographie : Notice issue du site de l’Académie des sciences Pierre Buser, né le 19 août 1921 est décédé le 29 décembre 2013. Il avait été élu correspondant de l'Académie le 4 février 1980, puis membre le 6 juin 1988 dans la section actuellement dénommée Biologie intégrative. Ancien élève de l'École normale supérieure, il était professeur émérite à l'Université Pierre-et-Marie-Curie. Neurophysiologiste, il fut un des fondateurs, en France et dans le monde, de la physiologie intégrative moderne du système nerveux. Il appartenait à l'École de neurophysiologie du comportement qui poursuit ses investigations dans le champ de la psychophysiologie et des fonctions infiniment complexes du cerveau. Avec lui, c'est le maître de toute une génération de neurobiologistes qui [a disparu]. Pierre Buser a consacré ses travaux à la neurophysiologie et à la psychophysiologie. Il [a poursuivi] ses investigations dans le champ infiniment complexe des fonctions du cerveau. Les travaux de Pierre Buser se sont de façon permanente centrés autour des activités électrophysiologiques du cerveau, comme marqueurs de son activité, en liaison avec le comportement de l’animal.
    [Show full text]
  • Edited by Warren Neidich
    Part Two Final File First Edition_cover part two 5/21/14 9:43 PM Pagina 2 Edited by Warren Neidich ESSAYS BY INA BLOM ARNE DE BOEVER PASCAL GIELEN SANFORD KWINTER MAURIZIO LAZZARATO KARL LYDÉN YANN MOULIER BOUTANG WARREN NEIDICH MATTEO PASQUINELLI ALEXEI PENZIN PATRICIA REED JOHN ROBERTS LISS C. WERNER CHARLES T. WOLFE ARCHIVE BOOKS VOX SERIES Edited by Warren Neidich ESSAYS BY INA BLOM ARNE DE BOEVER PASCAL GIELEN SANFORD KWINTER MAURIZIO LAZZARATO KARL LYDÉN YANN MOULIER BOUTANG WARREN NEIDICH MATTEO PASQUINELLI ALEXEI PENZIN PATRICIA REED JOHN ROBERTS LISS C. WERNER CHARLES T. WOLFE ARCHIVE BOOKS This book collects together extended papers that were presented at The Psychopathologies of Cognitive Capitalism: Part Two at ICI Berlin in March 2013. This volume is the second in a series of book that aims attempts to broaden the definition of cognitive capitalism in terms of the scope of its material relations, especially as it relates to the condi- tions of mind and brain in our new world of advanced telecommunica- tion, data mining and social relations. It is our hope to first improve awa- reness of its most repressive charac- teristics and secondly to produce an arsenal of discursive practices with which to combat it. Edited by Warren Neidich Coordinating editor Nicola Guy Proofreading by Theo Barry-Born Designed by Archive Appendix, Berlin Printed by Erredi, Genova Published by Archive Books Dieffenbachstraße 31 10967 Berlin www.archivebooks.org ISBN 978-3-943620-16-0 CONTENTS INTRODUCTION Warren Neidich The Early and Late Stages of Cognitive Capitalism .................................... 9 SECTION 1 Cognitive Capitalism The Early Phase Ina Blom Video and Autobiography vs.
    [Show full text]
  • Connecting and Separating Mind-Sets: Culture As Situated Cognition
    Journal of Personality and Social Psychology © 2009 American Psychological Association 2009, Vol. 97, No. 2, 217–235 0022-3514/09/$12.00 DOI: 10.1037/a0015850 Connecting and Separating Mind-Sets: Culture as Situated Cognition Daphna Oyserman and Nicholas Sorensen Rolf Reber University of Michigan University of Bergen Sylvia Xiaohua Chen Hong Kong Polytechnic University People perceive meaningful wholes and later separate out constituent parts (D. Navon, 1977). Yet there are cross-national differences in whether a focal target or integrated whole is first perceived. Rather than construe these differences as fixed, the proposed culture-as-situated-cognition model explains these differences as due to whether a collective or individual mind-set is cued at the moment of observation. Eight studies demonstrated that when cultural mind-set and task demands are congruent, easier tasks are accomplished more quickly and more difficult or time-constrained tasks are accomplished more accu- rately (Study 1: Koreans, Korean Americans; Study 2: Hong Kong Chinese; Study 3: European- and Asian-heritage Americans; Study 4: Americans; Study: 5 Hong Kong Chinese; Study 6: Americans; Study 7: Norwegians; Study 8: African-, European-, and Asian-heritage Americans). Meta-analyses (d ϭ .34) demonstrated homogeneous effects across geographic place (East–West), racial–ethnic group, task, and sensory mode—differences are cued in the moment. Contrast and separation are salient individual mind-set procedures, resulting in focus on a single target or main point. Assimilation and connection are salient collective mind-set procedures, resulting in focus on multiplicity and integration. Keywords: culture, individualism, collectivism, independent, interdependent Everyone should understand this in this way.
    [Show full text]
  • The Epistemic Status of Processing Fluency As Source for Judgments of Truth
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Rev.Phil.Psych. (2010) 1:563–581 DOI 10.1007/s13164-010-0039-7 The Epistemic Status of Processing Fluency as Source for Judgments of Truth Rolf Reber & Christian Unkelbach Published online: 7 September 2010 # The Author(s) 2010. This article is published with open access at Springerlink.com Abstract This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In the present analysis, based on Bayes’ Theorem, we adopt the reliable-process account of justification presented by Goldman (1986) and show that fluency is a reliable cue to truth, under the assumption that the majority of statements one has been exposed to are true. In the final section, we broaden the scope of this analysis and discuss how processing fluency as a potentially universal cue to judged truth may contribute to cultural differences in commonsense beliefs. It was Napoleon, I believe, who said that there is only one figure in rhetoric of serious importance, namely, repetition. The thing affirmed comes by repetition to fix itself in the mind in such a way that it is accepted in the end as a demonstrated truth.
    [Show full text]
  • Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect
    FLUENCY IN EDUCATION 1 Please cite as: Reber, R., & Greifeneder, R. (2017). Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect. Educational Psychologist, 52(2), 84-103. doi: 10.1080/00461520.2016.1258173 Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect Rolf Reber Department of Psychology, University of Oslo Rainer Greifeneder Department of Psychology, University of Basel Correspondence address: Rolf Reber, University of Oslo, Department of Psychology, Postboks 1094 Blindern, N-0317 Oslo, Norway. E-mail: [email protected] Acknowledgements: Rolf Reber has been supported by the Utdanning2020-program of the Norwegian Research Council (grant #212299). FLUENCY IN EDUCATION 2 Abstract Processing fluency – the experienced ease with which a mental operation is performed – has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher-student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas, namely metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike. FLUENCY IN EDUCATION 3 In the last decades, school education systems in many countries have been inspired by central tenets of cognitive psychology.
    [Show full text]
  • The Role of Imitation in Learning to Pronounce
    The Role of Imitation in Learning to Pronounce Piers Ruston Messum University College London April 2007 1 UMI Number: U592142 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U592142 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Declaration I, Piers Ruston Messum, declare that the work presented in this thesis is my own. Where information has been derived from other sources this has been acknowledged in the thesis. 2 Abstract Timing patterns and the qualities of speech sounds are two important aspects of pronunciation. It is generally believed that imitation from adult models is the mechanism by which a child replicates them. However, this account is unsatisfactory, both for theoretical reasons and because it leaves the developmental data difficult to explain. I describe two alternative mechanisms. The first explains some timing patterns (vowel length changes, ‘rhythm’, etc) as emerging because a child’s production apparatus is small, immature and still being trained. As a result, both the aerodynamics of his speech and his style of speech breathing differ markedly from the adult model.
    [Show full text]
  • Toward a Psycho-Historical Framework for the Science of Art Appreciation
    CORE Metadata, citation and similar papers at core.ac.uk ProvidedBEHAVIORAL by Lancaster E-Prints AND BRAIN SCIENCES (2013) 36, 123–180 doi:10.1017/S0140525X12000489 The artful mind meets art history: Toward a psycho-historical framework for the science of art appreciation Nicolas J. Bullot ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia [email protected] http://www.maccs.mq.edu.au/members/profile.html?memberID=521 Rolf Reber Department of Education, University of Bergen, Postboks 7807, N-5020 Bergen, Norway [email protected] http://www.uib.no/persons/Rolf.Reber#publikasjoner Abstract: Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance,and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks.
    [Show full text]