scholarly journals Cultural evolution leads to vocal iconicity in an experimental iterated learning task

2021 ◽  
Vol 6 (1) ◽  
pp. 1-25
Author(s):  
Niklas Erben Johansson ◽  
Jon W Carr ◽  
Simon Kirby
Keyword(s):  
Cultural Evolution ◽  
Cognitive Biases ◽  
Learning Task ◽  
Control Group ◽  
Word Form ◽  
Single Word ◽  
Evolution Of Language ◽  
Transmission Chain ◽  
Audio Recordings ◽  
Iterated Learning

Abstract Experimental and cross-linguistic studies have shown that vocal iconicity is prevalent in words that carry meanings related to size and shape. Although these studies demonstrate the importance of vocal iconicity and reveal the cognitive biases underpinning it, there is less work demonstrating how these biases lead to the evolution of a sound symbolic lexicon in the first place. In this study, we show how words can be shaped by cognitive biases through cultural evolution. Using a simple experimental setup resembling the game telephone, we examined how a single word form changed as it was passed from one participant to the next by a process of immediate iterated learning. About 1,500 naïve participants were recruited online and divided into five condition groups. The participants in the control-group received no information about the meaning of the word they were about to hear, while the participants in the remaining four groups were informed that the word meant either big or small (with the meaning being presented in text), or round or pointy (with the meaning being presented as a picture). The first participant in a transmission chain was presented with a phonetically diverse word and asked to repeat it. Thereafter, the recording of the repeated word was played for the next participant in the same chain. The sounds of the audio recordings were then transcribed and categorized according to six binary sound parameters. By modelling the proportion of vowels or consonants for each sound parameter, the small-condition showed increases of front unrounded vowels and the pointy-condition increases of acute consonants. The results show that linguistic transmission is sufficient for vocal iconicity to emerge, which demonstrates the role non-arbitrary associations play in the evolution of language.

scholarly journals Motor constraints influence cultural evolution of rhythm

2020 ◽  
Vol 287 (1937) ◽  
pp. 20202001
Author(s):  
Helena Miton ◽  
Thomas Wolf ◽  
Cordula Vesper ◽  
Günther Knoblich ◽  
Dan Sperber
Keyword(s):  
Experimental Investigation ◽  
Cultural Evolution ◽  
Physical Environment ◽  
Ecological Factors ◽  
Proof Of Concept ◽  
Learning Experiment ◽  
Cultural Productions ◽  
Transmission Chain ◽  
Iterated Learning ◽  
The Way

While widely acknowledged in the cultural evolution literature, ecological factors—aspects of the physical environment that affect the way in which cultural productions evolve—have not been investigated experimentally. Here, we present an experimental investigation of this type of factor by using a transmission chain (iterated learning) experiment. We predicted that differences in the distance between identical tools (drums) and in the order in which they are to be used would cause the evolution of different rhythms. The evidence confirms our predictions and thus provides a proof of concept that ecological factors—here a motor constraint—can influence cultural productions and that their effects can be experimentally isolated and measured. One noteworthy finding is that ecological factors can on their own lead to more complex rhythms.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Relationship between the target word form and children’s productions: place of articulation in Consonant-Vowel-Consonant (C1VC2) words in American English

Phonetica ◽  
2021 ◽  
Vol 78 (1) ◽  
pp. 65-94
Author(s):  
Katsura Aoyama ◽  
Barbara L. Davis
Keyword(s):  
Target Word ◽  
American English ◽  
English Word ◽  
Word Form ◽  
Single Word ◽  
Place Of Articulation ◽  
Target Words

Abstract The aim of the present study was to investigate relationships between characteristics of children’s target words and their actual productions during the single-word period in American English. Word productions in spontaneous and functional speech from 18 children acquiring American English were analyzed. Consonant sequences in 3,328 consonant-vowel-consonant (C1VC2) target words were analyzed in terms of global place of articulation (labials, coronals, and dorsals). Children’s actual productions of place sequences were compared between target words containing repeated place sequences (e.g., mom, map, dad, not) and target words containing variegated place sequences (e.g., mat, dog, cat, nap). Overall, when the target word contained two consonants at the same global place of articulation (e.g., labial-labial, map; coronal-coronal, not), approximately 50% of children’s actual productions matched consonant place characteristics. Conversely, when the target word consisted of variegated place sequences (e.g., mat, dog, cat, nap), only about 20% of the productions matched the target consonant sequences. These results suggest that children’s actual productions are influenced by their own production abilities as well as by the phonetic forms of target words.

Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Learning Strategy ◽  
Group Membership ◽  
Social Groups ◽  
Learning Task ◽  
Minimal Group Paradigm ◽  
Learning Game ◽  
Group Members ◽  
Cumulative Cultural Evolution

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.

scholarly journals How culture and biology interact to shape language and the language faculty

2018 ◽  
Author(s):  
Kenny Smith
Keyword(s):  
Language Learning ◽  
Cultural Evolution ◽  
Cognitive Biases ◽  
Biological Evolution ◽  
Evolutionary Process ◽  
Evolutionary Models ◽  
Language Faculty ◽  
Repeated Cycle ◽  
Individual Level ◽  
Precise Relationship

Recent work suggests that linguistic structure develops through cultural evolution, as a consequence of the repeated cycle of learning and use by which languages persist. This work has important implications for our understanding of the evolution of the cognitive basis for language: in particular, human language and the cognitive capacities underpinning it are likely to have been shaped by co-evolutionary processes, where the cultural evolution of linguistic systems is shaped by and in turn shapes the biological evolution of the capacities underpinning language learning. I review several models of this co-evolutionary process, which suggest that the precise relationship between evolved biases in individuals and the structure of linguistic systems depends on the extent to which cultural evolution masks or unmasks individual-level cognitive biases from selection. I finish by discussing how these co-evolutionary models might be extended to cases where the biases involved in learning are themselves shaped by experience, as is the case for language.

scholarly journals From storytelling to Facebook. Content biases when retelling or sharing a story

2021 ◽  
Author(s):  
Alberto Acerbi
Keyword(s):  
Social Network ◽  
Cultural Evolution ◽  
Cultural Transmission ◽  
Specific Content ◽  
Oral Storytelling ◽  
Oral Transmission ◽  
Related Information ◽  
Transmission Chain ◽  
Set Up ◽  
Content Information

Cultural evolution researchers use transmission chain experiments to investigate which content is more likely to survive when transmitted from one individual to another. These experiments resemble oral storytelling, where individuals need to understand, memorise, and reproduce the content. However, prominent contemporary forms of cultural transmission—think an online sharing— only involve the willingness to transmit the content. Here I present two fully preregistered online experiments that explicitly investigated the differences between these two modalities of transmission. The first experiment (N=1080) examined whether negative content, information eliciting disgust, and threat-related information were better transmitted than their neutral counterpart in a traditional transmission chain set-up. The second experiment (N=1200), used the same material, but participants were asked whether they would share or not the content in two conditions: in a large anonymous social network, or with their friends, in their favourite social network. Negative content was both better transmitted in transmission chain experiments and shared more than its neutral counterpart. Threat-related information was successful in transmission chain experiments but not when sharing, and, finally, information eliciting disgust was not advantaged in either. Overall, the results present a composite picture, suggesting that the interactions between the specific content and the medium of transmission are important and, possibly, that content biases are stronger when memorisation and reproduction are involved in the transmission—like in oral transmission—than when they are not—like in online sharing.

Preliminary Results on Acceptance, Feasibility, and Subjective Efficacy of the Add-On Group Intervention Metacognitive Training for Borderline Patients

2015 ◽  
Vol 29 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Lisa Schilling ◽  
Steffen Moritz ◽  
Ulf Köther ◽  
Matthias Nagel
Keyword(s):  
Cognitive Abilities ◽  
Group Intervention ◽  
Cognitive Biases ◽  
Muscle Relaxation ◽  
Preliminary Evidence ◽  
Progressive Muscle Relaxation ◽  
Control Group ◽  
Metacognitive Training ◽  
Control Intervention ◽  
Borderline Patients

Objective: The add-on intervention “metacognitive training for borderline patients (B-MCT)” targets cognitive biases in patients with borderline personality disorder (BPD). We aimed to evaluate acceptance, feasibility, and subjective use of this group intervention. Methods: Forty-eight inpatients with BPD were randomly assigned to 8 sessions of B-MCT versus an active control intervention (progressive muscle relaxation). Subjective use was assessed after 4 weeks. Results: B-MCT yielded significantly superior scores relative to the control group on several parameters, for example, use, fun, recommendation, and subjective improvements in symptomatology and cognitive abilities (e.g., perspective taking). Conclusions: The trial provides preliminary evidence for the acceptance and feasibility of metacognitive training in BPD. However, randomized controlled trials with larger samples and symptomatic outcomes are needed to investigate the specific impact of B-MCT on psychopathology and cognition.

Sign in / Sign up

Export Citation Format

Share Document