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The Emergence of Language (from Brain, Body, and Discourse)

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Title: The Emergence of Language (from Brain, Body, and Discourse)


1
The Emergence of Language (from Brain, Body, and
Discourse)
  • Brian MacWhinney- CMU

2
The Special Gift Paradigm
  • Grammar Gene
  • Speech is Special
  • Modularity
  • Critical Period
  • Poverty of the Stimulus
  • Sudden Evolution of Language
  • Centrality of Recursion

3
Genetic Locus?
4
Cortical Module?
5
Hard-wired modules?
6
Speech is Special?
7
Sudden evolution?
  • 7 MYA bipedalism
  • 4 MYA tools, opposing thumb
  • 3 MYA parietal expansion, TOM
  • 1.5 MYA general cortical expansion
  • .3 MYA expanding pulmonic support
  • .1 MYA glottal control
  • 30,000 creativity explosion

8
Expiration of the Special Gift
  • Wild children are neurologically impaired
  • Newport and Johnson show no point of sudden loss
  • Recovery of language at 13 after hemispherectomy
    -- Vargha-Khadem
  • L2 age effects not unique to language learning--
    ballet, golf, even math
  • Entrenchment account of L2

9
Logical Problem?
  • Mothers speak grammatically - Newport
  • Degree-0 learnability - Lightfoot
  • Competition provides the negative evidence -
    MacWhinney
  • Error-free learning doesnt occur - Pullum
  • The Stimulus isnt impoverished after all

10
Stipulation and the Gift
  • Rules have been the backbone of descriptive
    linguistics
  • Rules can be stipulated
  • Children learn rules - Brown, Marcus, Pinker

11
Big Mean Rules
12
Big Mean Flowcharts
13
Changing theories
  • Rules are softening
  • Evolution is stretching out
  • Modularity is getting plastic
  • Genome is becoming exaptive

14
Kinder, gentler rules
ga-ti-ga ga-na-ga ga-gi-ga ga-la-ga li-na-li li-ti
-li li-gi-li li-la-li ni-gi-ni ni-ti-ni ni-na-ni n
i-la-ni ta-la-ta ta-ti-ta ta-na-ta ta-gi-ta
  • Pinker (1984)
  • add -ed
  • Aslin, Newport, Saffran (1999)
  • golabu, pitaku
  • Marcuss (2000) baby rules
  • S -gt A B A

15
But
  • Lexicon, dialect, collocation, pragmatics,
    function, .

Periphery
16
Emergentism
  • Not
  • empiricism vs. nativism
  • Instead
  • emergentism vs. stipulationism

17
Emergence vs stipulation
18
Emergent structure in Honeycombs
19
Emergent Columns
Emergence of Oriented On-Off Neurons
20
Emergent Computation
21
Physical emergenceClosures inhibit voicing
  • Many languages lack /b/, few lack /p/

time 2
time 1
time 0
22
Entrainment - Huygens
23
Jaw entrains the glottis
Lip-smacking rhythms (Macneilage Davis,
2001) Thelen Iverson, 1998 - jaw entrains
glottis Hippocampal timers (Buzsáki
2004) Conversational synchrony (Wilson Wilson
2005)
24
Babbling entrains gesture
  • Iverson, Thelen
  • Central role of rhythm
  • Babbling and gesture both arise from Brocas area
  • McNeills theory of growing points with gesture
    at the root of thought

25
Dissipative Systems
26
Catalysis
27
Deformation
28
Emergentist theory asks
  • How did a structure emerge?
  • Under what time-frame did it emerge?
  • What dynamic processes are involved?
  • How stable is the structure?
  • How does removal of supports alter the emergence?

29
Mechanisms of Emergence
  • Entrainment, physical and social
  • Adaptation, selection
  • Competition, strength
  • Hebbian learning, reinforcement
  • Topology, short connections
  • Self-organized criticality, catalysis
  • Resonance
  • Deformation, induction, regulation

30
Why now?
  • Without advanced methods, emergentist cognitive
    science was not possible
  • We didnt have CHILDES, TalkBank
  • Audio, video analysis was primitive - TalkBank
  • We couldnt simulate - PDP, SOM, ART
  • We couldnt image the brain - ERP, fMRI
  • We couldnt study learning in vivo - PSLC.
  • With these advances, emergentism is becoming the
    default stance.

31
Sources of emergence
  • Brain Neural networks, short connections, area
    histology, spike propagation
  • Body Embodied cognition, the vocal apparatus
  • Society Discourse, roles, theory of mind

32
Time-frames of Emergence
  1. Archaeogenetic
  2. Phylogenetic
  3. Embryological
  4. Developmental
  5. Online
  6. Diachronic

33
Books
The Emergence of Language Lawrence Erlbaum
Associates, 1999
Elman, J. et al (1996) Rethinking Innateness MIT
Press
34
Examples
  • 1. Morphological paradigms
  • 2. From lexicon to syntax
  • 3. Mutual exclusivity
  • 4. Perspective flow

35
1. Neural Networks for Morphology
36
Summing activation
37
Neurons dont send Morse code
38
Memory molecules?
Worm Runners Digest Training, grinding, feeding
planaria
39
The architecture
40
Networks work
  • It worked -- it learned the input
  • It generalized as in German and English
  • It matched the developmental data

41
With Limitations
  • The homophony problem
  • ringed -- rang -- wrung
  • The masquerading morpheme problem
  • -chen
  • -en in Nacken, Hafen vs -en in Wissen
  • The underwent problem
  • Mutter should guarantee die Grossmutter
  • The zero derivation problem
  • schlagen should predict der Schlag
  • The early went problem

42
2. The answer
  • Morphological learning must emerge from a lexical
    base
  • Therefore, we first have to simulate the learning
    of the lexicon

43
Self-organizing lexical maps
Li, Farkas, MacWhinney - Neural network -
computer simulation - L1 lexical learning -
CHILDES input - no initial organization -
short connections
44
Gradual Emergence
50, 150, 250, 500 words
45
DevLex Model
46
Bilingual self-organization
Chinese Phonology
Chinese Semantics
47
Refining competition
48
Maps implement entrenchment
  • Strong items dominate over weak.
  • Late L2 items are parasitic on pre-existing L1
    forms and maps

49
Module Entrenchment
Simultaneous Bilingualism
LX
LY
balanced
Successive Bilingualism
L1
L2
dominates
50
Parasitism and Transfer
turtle
tortuga
51
Entrenchment vs. Critical Periods
  • Critical Periods are linked to infancy.
  • Observed drop is not precipitous.
  • Lateralization is not linked to CP.
  • Language is not a unitary ability.
  • Golf, ballet are also age-related.
  • No mechanism has been discovered.
  • UG-related syntactic patterns are not strongly
    fossilized - Birdsong

52
Entrenchment vs. Critical Periods
  • Critical Periods are linked to infancy.
  • Observed drop is not precipitous.
  • Lateralization is not linked to CP.
  • Language is not a unitary ability.
  • Golf, ballet are also age-related.
  • No mechanism has been discovered.
  • UG-related syntactic patterns are not strongly
    fossilized - Birdsong

53
5. Emergence from Resonance
  • Graduated interval recall
  • Multimodal consolidation
  • Self-organized criticality

54
Graduated interval recall
  • Pimsleur 67

55
Neural Basis
Wittenburg et al. 2002
56
Optimization really helps
57
Chinese Resonance
58
Consolidation Circuits
Dynamic
Consolidation
Scaffold
59
Consolidation and Time
  • Bones, muscles, cell walls, mitochondria, and
    immune system becomes stronger after periods of
    use and breakage.
  • These systems respond to pressures across time
    frames. (slow muscles, fast muscles)
  • Neurons work the same way.
  • They are sensitive to
  • one-trial learning (amygdalal input)
  • local episodic learning (hippocampal input)
  • embodied learning (self-motion)
  • statistical learning (basal ganglia, circuits)
  • strategic resonant learning (frontal input)

60
Example 4 Perspective and grammar
  • Animal cognition is modular (bees)
  • Perspective integrates across modules
  • Language expresses perspective and changes in
    perspective

61
Perspective
unified image
language as a functional neural circuit
perspective
perspective
perspective
perspective
direct experience
deixis
roles
plans
62
The dorsal and the ventral paths
enactive
depictive
63
Mirror neurons -- Rizzolatti
E grabs M grabs
E with pliers M grabs
64
Monkey grabbing in the dark
65
Perspective shift(MacWhinney y Pléh (1987)
  • cambio
  • SS The dog that chased the cat bit the
    horse. 0
  • OS The dog chased the cat that bit the
    horse. 1-
  • OO The dog chased the cat the horse bit. 1
  • SO The dog the cat chased bit the horse. 2
  • SS gt OS OO gt SO
  • The dog the cat the boy liked chased
    snarled. 4
  • (dog -gt cat -gt boy -gt cat -gt dog)

66
Ambiguity and perspective flow
  • John saw the Grand Canyon flying to New York.
  • The women discussed the dogs on the beach.
  • Although John always runs, a mile seems like a
    long distance to him.
  • I ordered her pancakes.
  • Visiting relatives can be a nuisance.
  • The horse raced past the barn fell.

67
Constructions that mark perspective shift
  • Passive Adverbalization
  • Double Object Binding
  • Inverse Dislocation
  • Obviative Clefting
  • Fictive agent Topicalización
  • Conflation Possessive
  • Comparative Ellipsis
  • Complementation Coordination .

68
Other sample topics the emergence of X from Y
  • CV syllable from lip-smacking
  • Final devoicing from syllable structure
  • Ergativity from subject omission
  • Locatives from body parts
  • Superordinates from most frequent subordinates
  • Use of Brocas for ASL

69
Getting it wrong
70
Falsifiability of Emergentism?
  • Core claim all processes arise from dynamic
    interactions
  • Core claim Language arises from external
    pressures
  • Conceptualization cannot be falsified, but
    specific implementations can.
  • Specific implementations must be described
    mechanistically. This is really difficult.

71
Summary
  • Emergentism vs. Stipulationism
  • Emergence on five time-frames
  • Emergence from Brain, Body, and Society
  • Four examples morphology, syntax, ME,
    perspective
  • Emergentist accounts can be wrong.
  • But emergentism cannot be falsified, it can only
    be implemented. This is really difficult.

72
Elman, J. (1990). Finding structure in time.
Cognitive Science, 14, 179-212. Elman, J. L.
(1999). The emergence of language A conspiracy
theory. In B. MacWhinney (Ed.), The emergence
of language (pp. 1-28). Mahwah, NJ Lawrence
Erlbaum Associates. Farkas, I., Li, P. (2001).
Modeling the development of lexicon with a
growing self-organizing map. NIPS. Li, P.,
MacWhinney, B. (1996). Cryptotype,
overgeneralization, and competition A
connectionist model of the learning of English
reversive prefixes. Connection Science, 8,
3-30. MacWhinney, B. (1977). Starting points.
Language, 53, 152-168. MacWhinney, B. (1978). The
acquisition of morphophonology. Monographs of the
Society for Research in Child Development,
43, Whole no. 1, pp. 1-123. MacWhinney, B.
(1993a). Connections and symbols Closing the
gap. Cognition, 49, 291-296. MacWhinney, B.
(1993b). Is there a logical problem of language
acquisition? In C. Smith (Ed.), Early Cognition
and the Transition to Language. Austin, TX
University of Texas Press. MacWhinney, B. (1999).
The emergence of language from embodiment. In B.
MacWhinney (Ed.), The emergence of language
(pp. 213-256). Mahwah, NJ Lawrence
Erlbaum. MacWhinney, B. (2000). Lexicalist
connectionism. In P. Broeder J. Murre (Eds.),
Models of language acquisition Inductive and
deductive approaches (pp. 9-32). Cambridge, MA
MIT Press. MacWhinney, B., Leinbach, J. (1991).
Implementations are not conceptualizations
Revising the verb learning model. Cognition,
29, 121-157. MacWhinney, B. J., Leinbach, J.,
Taraban, R., McDonald, J. L. (1989). Language
learning Cues or rules? Journal of Memory
and Language, 28, 255-277. Miikkulainen, R.
(1993). Subsymbolic natural language processing.
Cambridge, MA MIT Press. Miikkulainen, R.,
Mayberry, M. R. (1999). Disambiguation and
grammar as emergent soft constraints. In B.
MacWhinney (Ed.), The emergence of language (pp.
153-176). Mahwah, NJ Lawrence Erlbaum
Associates. Rumelhart, D. E., McClelland, J. L.
(1986). On learning the past tense of English
verbs. In J. L. McClelland D. E. Rumelhart
(Eds.), Parallel distributed processing
Explorations in the microstructure of cognition
(pp. 216-271). Cambridge MIT Press.
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