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Is embodiment all that we need? Insights from the acquisition of negation

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Is embodiment all that we need? Insights from the acquisition of negation Valentina Cuccio University of Palermo valentina.cuccio_at_unipa.it – PowerPoint PPT presentation

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Title: Is embodiment all that we need? Insights from the acquisition of negation


1
Is embodiment all that we need? Insights from
the acquisition of negation
  • Valentina Cuccio
  • University of Palermo
  • valentina.cuccio_at_unipa.it

2
The goal
  • The aim of this paper is to present the
    hypothesis that speaking is a complex ability
    that arises in two different steps
  • The first step of language competence has a
    neural explanation grounded in embodied semantics
    and mental simulation (Gallese Lakoff 2005).
  • The second step implies socio-cognitive skills
    like Theory of Mind. In order to reach the second
    level of language competence, symbolic
    communication and interaction with a cultural
    community are needed.

3
  • This hypothesis will be tested by looking at the
    acquisition of linguistic negation.

4
  • No is acquired very early on, being one of the
    first words in language acquisition.

5
  • In first language learning three broad categories
    of negation consecutively arise (Dimroth 2010 for
    a review)
  • 1) rejection
  • 2) non-existence
  • 3) denial

6
Rejection
  • According to many studies (Choi 1988 Pea 1980
    Volterra 1972 Volterra and Antinucci 1979),
    rejection is the first category of negation to be
    acquired.
  • Children use no to express refusal of
    something existing in their present context.
  • However, we can find examples of rejection in
    human pre-linguistic gestures and even in animal
    behaviour. In fact, before the moment in which
    children start to produce the single word no to
    express rejection, they have already expressed
    rejection non-linguistically.
  • Rejection, according to Pea (1980) does not
    require abstract mental representations, while
    non-existence and denial do require them.

7
Non-existence
  • At this point, children are able to signal the
    absence or disappearance of an expected referent
    in the context of speech or indicate something
    that violates their expectations, based on
    previous experience (for instance, malfunctioning
    toys).
  • Abstract mental representation is required
    because the negated object or person is no longer
    present in the speech event context.

8
Denial
  • As L. Bloom (1970) argues, to deny, children must
    have the ability to discern between their own
    knowledge of the world and the knowledge of their
    listener. In order to deny a sentence, children
    have to manage with two propositions, one
    affirming and one negating the same predication
    and they have to ascribe one of them to the
    person they are speaking to.
  • In real-life conversations we often deny
    presuppositions and implicatures of the
    interlocutor.
  • To deny the truth of another person's statement
    entails the understanding that the other person
    may hold different beliefs, or that language is
    itself a representation of reality, not reality
    itself (Tager-Flusberg1999 328). Denial is
    usually acquired by the age of two and a half
    years.

9
  • In this hypothesis, the first categories of
    negation, rejection and non-existence (the first
    step of language competence) and even the
    comprehension of the negated content of a denied
    sentence can be accounted for in a simulative
    paradigm.
  • The simulative paradigm, however, does not
    sufficiently explain denial (the second step of
    language competence). In denying we are not only
    comprehending a negated content by simulating it.
    We are also explicitly attributing the
    negated/simulated content to the interlocutor.

10
Simulating negation
  • Recently many studies have been devoted to the
    understanding of simulation processes in the
    comprehension of negated sentences (for example
    Tettamanti et al. 2008 Kaup et al. 2006).

11
  • The main aim of the Tettamanti et al. study was
    to test whether the impact of negation on neural
    activation is dependent on or independent of the
    semantic field of the negated content.
  • The results seem to confirm the hypothesis that
    the impact of negation on neural activation does
    depend on the semantic field of the negated
    content.

12
  • This results seem to be congruent with previous
    findings on the accessibility of information
    (Kaup and Zwaan).
  • The processing of negation enables a lower neural
    activation of the negated content in the brain,
    both of action related and abstract content
    (respectively in the left fronto-parieto-temporal
    and in the posterior cingulate cortex).
  • According to the authors Negation is encoded by
    our brain in terms of a reduced activation of the
    areas representing the negated information.

13
  • For the sake of clarity it should be noted that
    Kaup and Zwaan (2007) proposed a two-step
    simulation hypothesis of negation.
  • According to the Kaup and Zwaan model, the
    comprehension of a negative sentence is realised
    firstly by means of a simulation of the negated
    content soon afterwards a simulation of the
    actual state of affairs takes place. At this
    point, information about the negated content is
    less accessible, this finding is congruent with
    the Tettamanti et al. (2008) results.

14
First remark
  • The studies of simulative processes of negation
    show an overt bias that consists in considering
    negation mainly as descriptive negation, its
    function being only that of negating the
    conceptual content of the negated sentence.
  • However, there is a rich debate in Pragmatics on
    the so-called metalinguistic function of
    negation. Metalinguistic negation does not affect
    the semantic content of the sentence but can
    affect its morphology, its phonology or its
    presuppositions and implicatures.

15
  • Examples of negation cancelling presuppositions
    and implicatures can easily be found in everyday
    conversations.

16
First scenarioAndy, Barry and Carol
  • Andy meets Barry
  • A I saw you at the restaurant yesterday.
  • B I did not move from my apartment.
  • A Sorry, I was pretty sure that you were the
    man I saw with your wife!
  • After this conversation Barry goes home and says
    to his wife Carol
  • B You were at the restaurant with another man
    yesterday!
  • (Carol replies with a very classical answer)
  • C It isnt what you think!

17
Second scenario The boss and the employee
  • Characters The boss of the company his
    employee.
  • In a big company there was a cash deficit. The
    boss addresses one of his employees with these
    words
  • Boss You have bought a very expensive car
    lately John.
  • John I did not do anything that was out of my
    means.

18
  • In all of these examples, negative sentences
    negate a presupposition or implicature of the
    interlocutor.
  • In the first case Barry is negating the
    presupposition of Andy that Barry was the man at
    the restaurant. Carol is negating the implicature
    of Barry that she was cheating on him. Finally,
    the employee is negating the implicature of his
    boss that he stole money.

19
  • It is very likely that in understanding these
    negative sentences we start with a simulation.
    This is not questioned here.
  • However, simulating the actual or the negated
    content is not sufficient in order to understand
    these dialogues. The boss is not explicitly
    saying that the employee stole money. He is
    implicating this sentence. And the employee is
    not explicitly negating this implicature. His
    negative sentence is an implicit negation of the
    bosss implicature.
  • Thus, simulation of the propositional content is
    only one step in the process of language
    production and comprehension. In addition to
    simulation, we need to introduce explicit
    inferential abilities.

20
Definitions of meaning and semantics in the
embodied language paradigm
  • The definition of meaning in the field of
    embodied semantics seems to be problematic.
  • Linguistic meaning is represented in the brain
    through a mental simulation realized in the same
    sensory-motor circuitries that enable actions.

21
  • The problem with this account is that it
    considers semantics as a stable field (dictionary
    model).
  • Language does not seem to work as a rigid code.
    We can play with words, we can use irony, we can
    lie or we can simply be misunderstood.
  • Often, the so-called literal meaning is different
    from the inferred meaning.
  • Meaning, in real-life conversations, is
    constructed in every context of speech on the
    basis of the speakers, their background
    knowledge, their level of shared knowledge, their
    goals and of their physical context.

22
Third scenarioFather and son
  • Characters a boy coming home his father.
  • F So?
  • B (smiling) It was fine.
  • The dictionary model of semantics does not seem
    to work here.
  • What kind of simulation is running here?
  • Are they simulating the propositional content or
    the inferential content?

23
  • Up to now, we have argued that explicit
    inferential abilities are needed in order to
    produce and comprehend denial and all the forms
    of metalinguistic negation.
  • The next question we are going to address will
    be Is there any empirical evidence supporting
    this claim?

24
  • We try to answer this question by looking at the
    acquisition of linguistic negation in autistic
    children.
  • Autism is a neurodevelopmental disorder with
    three characteristic features social
    impairments, communicative-linguistic
    impairments, repetitive and stereotyped
    behaviours (Tager-Flusberg, 1999).
  • At least the first two aspects of autism are
    usually explained by a Theory of mind deficit
    hypothesis. According to this account, autistic
    subjects have a specific deficit in understanding
    other peoples mental states.

25
Studies on the comprehension and production of
negative sentences in autistic language
  • Shapiro and Kapit (1978)
  • Tager-Flusberg et al. (1990)
  • Schindele, Lüdtke and Kaup (2008)

26
The two-step account of language competence in
ontogeny
  • Following the mirror system hypothesis advanced
    by Arbib and Rizzolatti for the phylogenesy of
    language (Arbib and Rizzolatti 1997 Rizzolatti
    and Arbib 1998), the proposal advanced in this
    two-step account for language acquisition is that
    in ontogeny children have a language-ready brain
    that, based on mental simulation, implemented by
    the mirror neuron system, makes the start of the
    acquisition of language possible.
  • At this first step, the mirror neuron system
    provides us with the ability to approximately
    comprehend intensions, mainly motor intentions,
    and to start the process of language acquisition.
  • In fact, the mirror neuron system can explain, in
    terms of intention understanding, imitative
    learning and simulative understanding the
    so-called construction grammar model for language
    acquisition (Tomasello).

27
  • At this point, when the child enters the
    linguistic game, it is language itself that
    affects our cognitive functions and even the
    brain. Language makes our socio-cognitive
    abilities more complex. In particular, a full
    language shared by a cultural community makes our
    mindreading ability much more complex.
  • The child acquires an explicit mindreading
    ability, Theory of Mind and he is now ready to
    enter the second step of language acquisition. In
    fact, the Theory of Mind allows children to
    produce and comprehend inferential and implicit
    linguistic communication.

28
Conclusion
  • Summarizing the data discussed so far, negation
    can be considered as a good example to support
    this two-step model for language competence.
  • In fact, categories of linguistic negation have
    different levels of complexity with different
    cognitive requirements. Rejection and
    non-existence can be explained in a simulative
    account. Denial, instead, needs an inferential
    explanation.

29
Empirical open questions
  • Empirical open questions concern
  • the simulation of inferntial meaning
  • the neural mechanisms on which Theory of Mind
    relies.
  • Is still usefull the distinction between
    semantics and pragmatics?

30
  • Thank you for your attention!
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