scholarly journals Gradual development of constructional complexity in German spatial language

2017 ◽  
Vol 28 (4) ◽  
Author(s):  
Karin Madlener ◽  
Katrin Skoruppa ◽  
Heike Behrens

AbstractIn this paper, we assess the developmental trajectories by which children approach adult levels of complexity and informativeness in the linguistically and conceptually challenging domain of spatial language. To this end, we look at three types of spatial relations (localization, spontaneous and caused motion) in spontaneous German child speech (age 2;6 to 2;11 and 4;6 to 4;11), and in elicited

2020 ◽  
Vol 1 (2) ◽  
pp. 60-72
Author(s):  
S Sudirman ◽  
Fiki Alghadari

Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.


1997 ◽  
Vol 19 (4) ◽  
pp. 517-518
Author(s):  
Barbara Abbott

The semantic potential referred to in the title of this book is the ability of humans to learn the (closed-class) terms for basic spatial relations, such as (for English) onto, above, and through. Regier presents a modified connectionist model of this ability designed to address three questions: (a) What kind of system can learn spatial terms? (b) How can this system function without negative evidence? and (c) What are the universal constraints on learnable spatial terms? The answers suggested to these questions are: (a) a modified connectionist network—one which incorporates structural constraints motivated by human physiology; (b) the assumption of mutual exclusion, that is, that different terms have mutually exclusive denotations; and (c) the structural constraints that are incorporated into the network.


Author(s):  
Myrto Grigoroglou ◽  
Anna Papafragou

Across the world’s languages, spatial terms are organized around a set of basic, non-linguistic spatial notions. Nevertheless, there is also considerable cross-linguistic variation in terms of both the kinds of linguistic devices used to express spatial relations and the way these devices carve up the semantic domain of space. This chapter reviews literature on spatial terms cross-linguistically, focusing on three main sub-divisions of the spatial domain: location (i.e. the static position of an object in space); motion (i.e. the dynamic displacement of an object in space); and Frames of Reference (FoR; i.e. abstract spatial-coordinate axes imposed on spatial configurations). The intricate relation between spatial language and non-linguistic spatial cognition is discussed throughout the chapter.


2021 ◽  
Author(s):  
Jonas Nölle

The aim of this thesis is to investigate experimentally whether cross-linguistic variation in the structure of languages can be motivated by their external environment. It has been sug-gested that variation does not only result from cultural drift and language-internal mecha-nisms but also from social or even physical factors. However, from observational data and correlations between variables alone, it remains difficult to infer the exact underlying mech-anisms. Here, I present a novel experimental approach for studying the relationship between language and environment under controlled laboratory conditions. I argue that to arrive at a causal understanding of linguistic adaptation, we can use a cultural evolutionary approach and simulate the emergence of linguistic structure with humans in the lab. This way, it can be tested which pressures shape linguistic features as they are used for communication and transmitted to new speakers. I focus primarily on cases where linguistic conventions emerge in referential communication games in direct face-to-face interaction. In these set-tings, I test whether specific conventions are more adaptive to solve the same problem un-der different conditions or affordances imposed by the environment. A series of silent-gesture experiments shows that systematicity (the design feature giving language its com-positional power) is sensitive to the communicative environment: Dyads creating novel ges-tural communication systems to communicate pictorial referents are more likely to system-atize traits and create categories that are functionally relevant in the given environment. Ad-ditionally, environmental features, such as the size of the meaning space and visibility of referents, affect the degree to which participants rely on systematic rather than simple ho-listic gestures. This ‘experimental semiotics’ approach thus models how environmental fac-tors could motivate basic linguistic structure.However, for complex real-world phenomena, such as the hotly debated relationship between spatial language and environment, it is difficult to design simple experiments that isolate variables of interest but retain the necessary level of realism. It has been proposed that topography (e.g., landmarks like rivers, slopes) and sociocultural factors (e.g., bilingual-ism, subsistence style, population density) can affect whether speakers rely on an egocentric or geocentric Frame of Reference (FoR) to encode spatial relations, but it remains hard to disentangle the exact contribution of these variables to the cross-linguistic variation we ob-serve.I tackle this issue with a novel paradigm: interactive Virtual Reality (VR) experiments that allow for an unprecedented combination of ecological validity and experimental con-trol. In networked VR settings, participants are immersed in realistic settings such as a for-est or a mountain slope. By having dyads solve spatial coordination games, I show that speakers of English, which is usually associated with an egocentric FoR, are less likely to use egocentric language (e.g., “the orb is to your left”) if there are strong environmental af-fordances that make geocentric language more viable (e.g., “the orb is uphill from you”). Further experiments address whether the cultural ‘success’ of egocentric left/right could be motivated by its applicability across environments. For this, I combine VR with the ‘exper-imental semiotics’ approach, where the game is solved via a novel visual communication channel. I show how the movement data in the 3D world can be correlated with invented signals to measure which FoR participants rely on. In contrast to the English data, I did not find an advantage for geocentric systems in the slope environment, and overwhelmingly egocentric systems emerged. I discuss how this could relate to task-specificity and native language background. More generally, I show how this new way of studying spatial lan-guage with interactive VR games can be used to test hypotheses about linguistic transmis-sion and material culture that could help explain the origins of the egocentric FoR system, which is regarded a fairly recent cultural innovation.Taken together, the thesis comprises several studies testing the relationship between linguistic and environmental variables. Additionally, VR is presented as a novel tool to study spatial language in controlled large-scale settings complementing more traditional fieldwork. More generally, I suggest that VR can be used to study the evolution of language in complex, multimodal settings without sacrificing experimental control.


2021 ◽  
Author(s):  
Benjamin Pitt ◽  
Alexandra Carstensen ◽  
Edward Gibson ◽  
Steven T. Piantadosi

Spatial language and cognition vary across contexts. In some groups, people tend to use egocentric space (e.g. left, right) to encode the locations of objects, while in other groups, people use allocentric space (e.g. upriver, downriver) to describe the same spatial scene. These different spatial Frames of Reference (FoRs) characterize both the way people talk about spatial relations and the way they think about them, even when they are not using language. These patterns of spatial language and spatial thinking tend to covary, but the root causes of this variation are unclear. Here we propose that this variation in FoR use reflects variation in the spatial discriminability of the relevant spatial continua. In an initial test of this proposal, we compared FoR use across spatial axes that are known to differ in discriminability. In two non-verbal tests, a group of indigenous Bolivians used different FoRs on different spatial axes; on the lateral axis, where egocentric (left-right) discrimination is difficult, their behavior was predominantly allocentric; on the sagittal axis, where egocentric (front-back) discrimination is relatively easy, their behavior was predominantly egocentric. These findings support the spatial discriminability hypothesis, which may explain variation in spatial concepts not only across axes, but also across groups, between individuals, and over development.


2019 ◽  
Vol 5 (1) ◽  
pp. 91-120
Author(s):  
Krista Teeri-Niknammoghadam

Human beings often discuss their priorities in terms of spatial language (I put my needs ahead of yours). When describing order of importance, the Finnish language predominantly uses motion-implying front grams, that is, grammatical words that code spatial relations on front-region, and indicate in-tandem motion of Figure and Ground. In such scenarios, the mover ‘ahead’ on the so-called path of importance is regarded as more important than the mover ‘behind’. In this corpus-based cognitive-semantic study, I explore the ways Finnish uses motion-implying front grams and gram constructions in spatial metaphors of importance by conducting a grammatico-semantic analysis on my data. As a result, I present four grammatically and semantically distinctive but related spatial metaphors of importance: important moves ahead, important is placed ahead, unimportant is moved away from ahead of important and important leads movement; these all use the notion of ‘ahead’ to define the importance of an entity.


Author(s):  
G. M. Cohen ◽  
J. S. Grasso ◽  
M. L. Domeier ◽  
P. T. Mangonon

Any explanation of vestibular micromechanics must include the roles of the otolithic and cupular membranes. However, micromechanical models of vestibular function have been hampered by unresolved questions about the microarchitectures of these membranes and their connections to stereocilia and supporting cells. Otolithic membranes are notoriously difficult to preserve because of severe shrinkage and loss of soluble components. We have empirically developed fixation procedures that reduce shrinkage artifacts and more accurately depict the spatial relations between the otolithic membranes and the ciliary bundles and supporting cells.We used White Leghorn chicks, ranging in age from newly hatched to one week. The inner ears were fixed for 3-24 h in 1.5-1.75% glutaraldehyde in 150 mM KCl, buffered with potassium phosphate, pH 7.3; when postfixed, it was for 30 min in 1% OsO4 alone or mixed with 1% K4Fe(CN)6. The otolithic organs (saccule, utricle, lagenar macula) were embedded in Araldite 502. Semithin sections (1 μ) were stained with toluidine blue.


2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380


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