Publications

Abstract

Rhythm and language-related traits are phenotypically correlated, but their genetic overlap is largely unknown. Here, we leveraged two large-scale genome-wide association studies performed to shed light on the shared genetics of rhythm (N=606,825) and dyslexia (N=1,138,870). Our results reveal an intricate shared genetic and neurobiological architecture, and lay groundwork for resolving longstanding debates about the potential co-evolution of human language and musical traits.

Abstract

Introduction

Children's early language and communication skills are efficiently measured using parent report, for example, communicative development inventories (CDIs). These have scalable potential to determine risk of later language delay, and associations between delay and risk factors such as prematurity and poverty. However, there may be measurement difficulties in parent reports, including anomalous directions of association between child age/socioeconomic status and reported language. Findings vary on whether parents may report older infants as having smaller vocabularies than younger infants, for example.

Methods

We analysed data from the UK Communicative Development Inventory (Words and Gestures); UK-CDI (W&G) to determine whether anomalous associations would be replicated in this population, and/or with gesture. In total 1204 families of children aged 8–18 months (598 girls, matched to UK population for income, parental education and ethnicity as far as possible) completed Vocabulary and Gesture scales of the UK-CDI (W&G).

Results

Overall scores on the Gesture scale showed more significant relationships with biological risk factors including prematurity than did Vocabulary scores. Gesture also showed more straightforward relationships with social risk factors including income. Relationships between vocabulary and social risk factors were less straightforward; some at-risk groups reported higher vocabulary scores than other groups.

Discussion

We conclude that vocabulary report may be less accurate than gesture for this age. Parents have greater knowledge of language than gesture milestones, hence may report expectations for vocabulary, not observed vocabulary. We also conclude that gesture should be included in early language scales partly because of its greater, more straightforward association with many risk factors for language delay.

Abstract

The notion of productivity is one which is central to the study of morphology.
It is a notion about which linguists frequently have intuitions. But it is a notion which still
remains somewhat problematic in the
literature on generative morphology some
15 years after Aronoff raised the issue in his (1976) monograph. In this paper we will review some of the definitions and measures of productivity discussed in the generative and pregenerative literature.
We will adopt the definition of productivity suggested by Schultink (1961) and propose
a number of statistical measures of productivity whose results, when
applied to a fixed corpus, accord nicely with our intuitive estimates of productivity, and which shed light on the quantitative weight of linguistic restrictions on word formation rules. Part of our
purpose here is also a very
simple one: to make
available a substantial
set of empirical data concerning
the productivity of
some of the major derivational
affixes of English.

Abstract

Humans engage with music for various reasons that range from emotional regulation and relaxation to social bonding. While there are large inter-individual differences in how much humans enjoy music, little is known about the origins of those differences. Here, we disentangle the genetic factors underlying such variation. We collect data on several facets of music reward sensitivity, as measured by the Barcelona Music Reward Questionnaire, plus music perceptual abilities and general reward sensitivity from a large sample of Swedish twins (N = 9169; 2305 complete pairs). We estimate that genetic effects contribute up to 54% of the variability in music reward sensitivity, with 70% of these effects being independent of music perceptual abilities and general reward sensitivity. Furthermore, multivariate analyses show that genetic and environmental influences on the different facets of music reward sensitivity are partly distinct, uncovering distinct pathways to music enjoyment and different patterns of genetic associations with objectively assessed music perceptual abilities. These results paint a complex picture in which partially distinct sources of variation contribute to different aspects of musical enjoyment.

Abstract

When faced with an ambiguous novel word such as ‘ranana’, how do listeners decide whether they heard a mispronunciation of a familiar target (‘banana’) or a label for an unfamiliar novel item? We examined this question by combining visual-world eye-tracking with an offline forced-choice judgment paradigm. In two studies, we show evidence that participants entertain repair and novel label interpretations of novel words that were created by editing a familiar target word in multiple phonetic features (Experiment 1) or a single phonetic feature (Experiment 2). Repair (‘ranana’ = a banana) and learning (‘ranana’ = a novel referent) were both common interpretation strategies, and learning was strongly associated with visual attention to the novel image after it was referred to in a sentence. This indicates that repair and learning are both valid strategies for understanding novel words that depend upon a set of similar mechanisms, and suggests that attention during listening is causally related to whether one learns or repairs.

Abstract

This is a German translation of Brown 1980, How and why are women more polite: Some evidence from a Mayan community.

Abstract

Language processing is rapidly incremental, but evidence bearing upon this assumption comes from very few languages. In this paper we report on a study of incremental processing in Murrinhpatha, a polysynthetic Australian language, which expresses complex sentence-level meanings in a single verb, the full meaning of which is not clear until the final morph. Forty native Murrinhpatha speakers participated in a visual world eyetracking experiment in which they viewed two complex scenes as they heard a verb describing one of the scenes. The scenes were selected so that the verb describing the target scene had either no overlap with a possible description of the competitor image, or overlapped from the start (onset overlap) or at the end of the verb (rhyme overlap). The results showed that, despite meaning only being clear at the end of the verb, Murrinhpatha speakers made incremental predictions that differed across conditions. The findings demonstrate that processing in polysynthetic languages is rapid and incremental, yet unlike in commonly studied languages like English, speakers make parsing predictions based on information associated with bound morphs rather than discrete words.

Abstract

Human communication is inherently multimodal. Auditory speech, but also visual cues can be used to understand another talker. Most studies of audiovisual speech perception have focused on the perception of speech segments (i.e., speech sounds). However, less is known about the influence of visual information on the perception of suprasegmental aspects of speech like lexical stress. In two experiments, we investigated the influence of different visual cues (e.g., facial articulatory cues and beat gestures) on the audiovisual perception of lexical stress. We presented auditory lexical stress continua of disyllabic Dutch stress pairs together with videos of a speaker producing stress on the first or second syllable (e.g., articulating VOORnaam or voorNAAM). Moreover, we combined and fully crossed the face of the speaker producing lexical stress on either syllable with a gesturing body producing a beat gesture on either the first or second syllable. Results showed that people successfully used visual articulatory cues to stress in muted videos. However, in audiovisual conditions, we were not able to find an effect of visual articulatory cues. In contrast, we found that the temporal alignment of beat gestures with speech robustly influenced participants' perception of lexical stress. These results highlight the importance of considering suprasegmental aspects of language in multimodal contexts.

Abstract

Expressions of politeness such as 'please' are prominent elements of interactional conduct that are explicitly targeted in early socialization and are subject to cultural expectations around socially desirable behavior. Yet their specific interactional functions remain poorly understood. Using conversation analysis supplemented with systematic coding, this study investigates when and where interactants use 'please' in everyday requests. We find that 'please' is rare, occurring in only 7 percent of request attempts. Interactants use 'please' to manage face-threats when a request is ill fitted to its immediate interactional context. Within this, we identify two environments in which 'please' prototypically occurs. First, 'please' is used when the requestee has demonstrated unwillingness to comply. Second, 'please' is used when the request is intrusive due to its incompatibility with the requestee’s engagement in a competing action trajectory. Our findings advance research on politeness and extend Goffman’s theory of face-work, with particular salience for scholarship on request behavior.

Abstract

English and Korean differ in how they lexicalize the components of motionevents. English characteristically conflates Motion with Manner, Cause, or Deixis, and expresses Path separately. Korean, in contrast, conflates Motion with Path and elements of Figure and Ground in transitive clauses for caused Motion, but conflates motion with Deixis and spells out Path and Manner separately in intransitive clauses for spontaneous motion. Children learningEnglish and Korean show sensitivity to language-specific patterns in the way they talk about motion from as early as 17–20 months. For example, learners of English quickly generalize their earliest spatial words — Path particles like up, down, and in — to both spontaneous and caused changes of location and, for up and down, to posture changes, while learners of Korean keep words for spontaneous and caused motion strictly separate and use different words for vertical changes of location and posture changes. These findings challenge the widespread view that children initially map spatial words directly to nonlinguistic spatial concepts, and suggest that they are influenced by the semantic organization of their language virtually from the beginning. We discuss how input and cognition may interact in the early phases of learning to talk about space.

Abstract

Dyslexia is a learning difficulty with neurodevelopmental origins, manifesting as reduced accuracy and speed in reading and spelling. It is substantially heritable and frequently co-occurs with other neurodevelopmental conditions, particularly attention deficit-hyperactivity disorder (ADHD). Here, we investigate the genetic structure underlying dyslexia and a range of psychiatric traits using results from genome-wide association studies of dyslexia, ADHD, autism, anorexia nervosa, anxiety, bipolar disorder, major depressive disorder, obsessive compulsive disorder,
schizophrenia, and Tourette syndrome. Genomic Structural Equation Modelling (GenomicSEM) showed heightened support for a model consisting of five correlated latent genomic factors described as: F1) compulsive disorders (including obsessive-compulsive disorder, anorexia nervosa, Tourette syndrome), F2) psychotic disorder (including bipolar disorder, schizophrenia), F3) internalising disorders (including anxiety disorder, major depressive disorder), F4) neurodevelopmental traits (including autism, ADHD), and F5) attention and learning difficulties (including ADHD, dyslexia). ADHD loaded more strongly on the attention and learning difficulties latent factor (F5) than on the neurodevelopmental traits latent factor (F4). The attention and learning difficulties latent factor (F5) was positively correlated with internalising disorders (.40), neurodevelopmental traits (.25) and psychotic disorders (.17) latent factors, and negatively correlated with the compulsive disorders (–.16) latent factor. These factor correlations are mirrored in genetic correlations observed between the attention and learning difficulties latent factor and other cognitive, psychological and wellbeing traits. We further investigated genetic variants underlying both dyslexia and ADHD, which implicated 49 loci (40 not previously found in GWAS of the individual traits) mapping to 174 genes (121 not found in GWAS of individual traits) as potential pleiotropic variants. Our study confirms the increased genetic relation between dyslexia and ADHD versus other psychiatric traits and uncovers novel pleiotropic variants affecting both traits. In future, analyses including additional co-occurring traits such as dyscalculia and dyspraxia will allow a clearer definition of the attention and learning difficulties latent factor, yielding further insights into factor structure and pleiotropic effects.

Abstract

Studies of perception have long shown that the brain adds information to its sensory analysis of the physical environment. A touchstone example for humans is language use: to comprehend a physical signal like speech, the brain must add linguistic knowledge, including syntax. Yet, syntactic rules and representations are widely assumed to be atemporal (i.e., abstract and not bound by time), so they must be translated into time-varying signals for speech comprehension and production. Here, we test 3 different models of the temporal spell-out of syntactic structure against brain activity of people listening to Dutch stories: an integratory bottom-up parser, a predictive top-down parser, and a mildly predictive left-corner parser. These models build exactly the same structure but differ in when syntactic information is added by the brain—this difference is captured in the (temporal distribution of the) complexity metric “incremental node count.” Using temporal response function models with both acoustic and information-theoretic control predictors, node counts were regressed against source-reconstructed delta-band activity acquired with magnetoencephalography. Neural dynamics in left frontal and temporal regions most strongly reflect node counts derived by the top-down method, which postulates syntax early in time, suggesting that predictive structure building is an important component of Dutch sentence comprehension. The absence of strong effects of the left-corner model further suggests that its mildly predictive strategy does not represent Dutch language comprehension well, in contrast to what has been found for English. Understanding when the brain projects its knowledge of syntax onto speech, and whether this is done in language-specific ways, will inform and constrain the development of mechanistic models of syntactic structure building in the brain.

Abstract

A distinction between strong and weak vowels can be drawn on the basis of vowel quality, of stress, or of both factors. An experiment was conducted in which sets of contextually matched word-intial vowels ranging from clearly strong to clearly weak were cross-spliced, and the naturalness of the resulting words was rated by listeners. The ratings showed that in general cross-spliced words were only significantly less acceptable than unspliced words when schwa was not involved; this supports a categorical distinction based on vowel quality.

Abstract

Speakers and listeners have a shared goal: to communicate. The processes of speech perception and of speech production interact in many ways under the constraints of this communicative goal; such interaction is as characteristic of prosodic processing as of the processing of other aspects of linguistic structure. Two of the major uses of prosodic information in situations of communication are to encode salience and segmentation, and these themes unite the contributions to the symposium introduced by the present review.

Abstract

One of a listener's major tasks in understanding continuous speech is segmenting the speech signal into separate words. When listening conditions are difficult, speakers can help listeners by deliberately speaking more clearly. In four experiments, we examined how word boundaries are produced in deliberately clear speech. In an earlier report we showed that speakers do indeed mark word boundaries in clear speech, by pausing at the boundary and lengthening pre-boundary syllables; moreover, these effects are applied particularly to boundaries preceding weak syllables. In English, listeners use segmentation procedures which make word boundaries before strong syllables easier to perceive; thus marking word boundaries before weak syllables in clear speech will make clear precisely those boundaries which are otherwise hard to perceive. The present report presents supplementary data, namely prosodic analyses of the syllable following a critical word boundary. More lengthening and greater increases in intensity were applied in clear speech to weak syllables than to strong. Mean F0 was also increased to a greater extent on weak syllables than on strong. Pitch movement, however, increased to a greater extent on strong syllables than on weak. The effects were, however, very small in comparison to the durational effects we observed earlier for syllables preceding the boundary and for pauses at the boundary.

Abstract

A long-standing question in language development concerns the nature of the relationship between early lexical and grammatical knowledge. The very strong correlation between the two has led some to argue that lexical and grammatical knowledge may be inseparable, consistent with psycholinguistic theories that eschew a distinction between the two systems. However, little research has explicitly examined whether early lexical and grammatical knowledge are statistically separable. Moreover, there are two under-appreciated methodological challenges in such research. First, the relationship between lexical and grammatical knowledge may change during development. Second, non-linear mappings between true and observed scores on scales of lexical and grammatical knowledge could lead to spurious multidimensionality. In the present study, we overcome these challenges by using vocabulary and grammar data from several developmental time points and a statistical method robust to such non-linear mappings. In Study 1, we examined item-level vocabulary and grammar data from two American English samples from a large online repository of data from studies employing a commonly used language development scale. We found clear evidence that vocabulary and grammar were separable by two years of age. In Study 2, we combined data from two longitudinal studies of language acquisition that used the same scale (at 18/19, 21, 24 and 30 months) and found evidence that vocabulary and grammar were, under some conditions, separable by 18 months. Results indicate that, while there is clearly a very strong relationship between vocabulary and grammar knowledge in early language development, the two are separable. Implications for the mechanisms underlying language development are discussed.

Abstract

This chapter introduces the origins and development of our current anatomical terminology. It scrutinizes the historical evolution and etymological significance of the over 1900 official anatomical terms in the current nomenclature, underscoring their impact on the contemporary comprehension of cognitive neuroanatomy. The chapter traces unification efforts from the Basel Nomina Anatomica in 1895 to the 1998 Terminologia Anatomica, noting challenges arising from outdated terminology in light of recent anatomical advancements.

Highlighting the influence of terminologies on interpretations of brain anatomy, the chapter explores several anatomical mapping methods such as surface, sectional, connectional, and functional anatomy. It illuminates discrepancies and controversies, exemplified by divergent interpretations of the number of brain lobes and the definitions of 'Broca' and 'Wernicke' areas.

The chapter explores anatomical terms' historical and cultural underpinnings, encompassing mythonyms, eponyms, and cultural influences on nomenclature. It critically examines the implications of these terminologies on contemporary research and shows that Large Language Models mirror these discrepancies. It underscores the need for more inclusive and culturally sensitive approaches in anatomical education.

Lastly, we advocate for updating anatomical nomenclature, suggesting that a deeper understanding of these terminologies could provide insights and aid in resolving ongoing debates in the field. This examination sheds light on historical knowledge and emphasizes the dynamic interplay between language, culture, and anatomy in shaping our comprehension of the neurobiology of the brain and how we navigate neuroanatomy in the 21st century.

Abstract

The human brain is an intricate network of cortical regions interconnected by white matter pathways, dynamically supporting cognitive functions. While cortical asymmetries have been consistently reported, the asymmetry of white matter connections remains less explored. This chapter provides a brief overview of asymmetries observed at the cortical, subcortical, cytoarchitectural, and receptor levels before exploring the detailed connectional anatomy of the human brain. It thoroughly examines the lateralization and interindividual variability of 56 distinct white matter tracts, offering a comprehensive review of their structural characteristics and interindividual variability. Additionally, we provide an extensive update on the asymmetry of a wide range of white matter tracts using high-resolution data from the Human Connectome Project (7T HCP www.humanconnectome.org). Future research and advanced quantitative analyses are crucial to understanding fully how asymmetry contributes to interindividual variability. This comprehensive exploration enhances our understanding of white matter organization and its potential implications for brain function.

Abstract

We report four experiments investigating the effect of prosody on listening comprehension in 11-13-year-old children. Across all experiments, participants listened to short object descriptions and answered content-based questions about said objects. In Experiments 1-3, the descriptions were read in an emotionally positive or neutral tone of voice. In Experiment 4, the descriptions were read by a neutral human voice or by text-to-speech software. The results from Experiments 1-3 consistently showed higher accuracy (i.e. more correct answers to the questions) when the descriptions were read using positive prosody. Experiment 4 found higher accuracy for the human voice compared to the text-to-speech recordings. The human voice was also rated as more pleasant and easier to understand than the text-to-speech voice. In sum, this study found that positive, compared to neutral, prosody, and a human voice, compared to artificial speech synthesis, can improve listening comprehension, showcasing the role of prosody in listening comprehension.

Abstract

Increasing evidence suggests that interlocutors use visual communicative signals to form predictions about unfolding utterances, but there is little data on the predictive potential of facial signals in conversation. In an online experiment with virtual agents, we examine whether facial signals produced by an addressee may allow speakers to anticipate the response to a question before it is given. Participants (n = 80) viewed videos of short conversation fragments between two virtual humans. Each fragment ended with the Questioner asking a question, followed by a pause during which the Responder looked either straight at the Questioner (baseline), or averted their gaze, or accompanied the straight gaze with one of the following facial signals: brow raise, brow frown, nose wrinkle, smile, squint, mouth corner pulled back (dimpler). Participants then indicated on a 6-point scale whether they expected a “yes” or “no” response. Analyses revealed that all signals received different ratings relative to the baseline: brow raises, dimplers, and smiles were associated with more positive responses, gaze aversions, brow frowns, nose wrinkles, and squints with more negative responses. Qur findings show that interlocutors may form strong associations between facial signals and upcoming responses to questions, highlighting their predictive potential in face-to-face conversation.

Abstract

Previous research has suggested the importance of relational language and working memory in children’s relational reasoning. The tendency to use language (e.g., using more relational than object-focused language, prioritizing focal objects over background in linguistic descriptions) could reflect children’s biases toward the relational versus object-based solutions in a relational match-to-sample (RMTS) task. In the lack of any apparent object match as a foil option, object-focused children might rely on other cognitive mechanisms (i.e., working memory) to choose a relational match in the RMTS task. The current study examined the interactive roles of language- and working memory-related sources of variation in Turkish-learning preschoolers’ relational reasoning. We collected data from 4- and 5-year-olds (N = 41) via Zoom in the RMTS task, a scene description task, and a backward word span task. Generalized binomial mixed effects models revealed that children who used more relational language and background-focused scene descriptions performed worse in the relational reasoning task. Furthermore, children with less frequent relational language use and focal object descriptions of the scenes benefited more from working memory to succeed in the relational reasoning task. These results suggest additional working memory demands for object-focused children to choose relational matches in the RMTS task, highlighting the importance of examining the interactive effects of different cognitive mechanisms on relational reasoning.

Abstract

Face-to-face communication is not only about ‘what’ is said but also ‘how’ it is said, both in speech and bodily signals. Beat gestures are rhythmic hand movements that typically accompany prosodic prominence in con-versation. Yet, it is still unclear how beat gestures influence language comprehension. On the one hand, beat gestures may share the same functional role of focus markers as prosodic prominence. Accordingly, they would drive attention towards the concurrent speech and highlight its content. On the other hand, beat gestures may trigger inferences of high speaker confidence, generate the expectation that the sentence content is correct and thereby elicit the commitment to the truth of the statement. This study directly disentangled the two hypotheses by evaluating additive and interactive effects of prosodic prominence and beat gestures on language comprehension. Participants watched videos of a speaker uttering sentences and judged whether each sentence was true or false. Sentences sometimes contained a world knowledge violation that may go unnoticed (‘semantic illusion’). Combining beat gestures with prosodic prominence led to a higher degree of semantic illusion, making more world knowledge violations go unnoticed during language comprehension. These results challenge current theories proposing that beat gestures are visual focus markers. To the contrary, they suggest that beat gestures automatically trigger inferences of high speaker confidence and thereby elicit the commitment to the truth of the statement, in line with Grice’s cooperative principle in conversation. More broadly, our findings also highlight the influence of metacognition on language comprehension in face-to-face ommunication.

Abstract

The brain is the most magnificent structure, and we are only at the cusp of unraveling some of its complexity. Neuroanatomy is the best tool to map the brain's structural complexity. As such, neuroanatomy is not just an academic exercise; it serves our fundamental understanding of the neurobiology of cognition and improves clinical practice. A deepened anatomical understanding has advanced our conceptual grasp of the evolution of the brain, interindividual variability of cognition in health and disease, and the conceptual shift toward the emergence of cognition. For the past 20 years, diffusion imaging tractography has dramatically facilitated these advances by enabling the study of the delicate networks that orchestrate brain processes (for review, see Thiebaut de Schotten and Forkel, 2022). Several steps are consistent across all studied populations and brain states (health/disease) when analyzing tractography data. We discuss various considerations for dissections across populations and give practical tips on common pitfalls and features to improve the visualization of the dissections. We briefly discuss specific considerations for manual dissections in nonhuman primates. Lastly, we provide an atlas of regions of interest (ROIs) for the most commonly delineated white matter connections in the human brain.

Abstract

Lateralization is a defining characteristic of the human brain, often studied through localized approaches that focus on interhemispheric differences between homologous pairs of regions. It is also important to emphasize an integrative perspective of global brain asymmetry, in which hemispheric differences are understood through global patterns across the entire brain.

Abstract

Finding and facilitating commonalities between the linguistic behaviors of large language models and humans could lead to major breakthroughs in our understanding of the acquisition, processing, and evolution of language. However, most findings on human–LLM similarity can be attributed to training on human data. The field of emergent machine-to-machine communication provides an ideal testbed for discovering which pressures are neural agents naturally exposed to when learning to communicate in isolation, without any human language to start with. Here, we review three cases where mismatches between the emergent linguistic behavior of neural agents and humans were resolved thanks to introducing theoretically-motivated inductive biases. By contrasting humans, large language models, and emergent communication agents, we then identify key pressures at play for language learning and emergence: communicative success, production effort, learnability, and other psycho-/sociolinguistic factors. We discuss their implications and relevance to the field of language evolution and acquisition. By mapping out the necessary inductive biases that make agents' emergent languages more human-like, we not only shed light on the underlying principles of human cognition and communication, but also inform and improve the very use of these models as valuable scientific tools for studying language learning, processing, use, and representation more broadly.

Abstract

Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child-related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain-specific input (space and math), and language-specific input (causal verbs and sound symbols) on preterm, full-term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.

Abstract

When language abilities in aphasia are assessed in clinical and research settings, the standard practice is to examine each language of a multilingual person separately. But many multilingual individuals, with and without aphasia, mix their languages regularly when they communicate with other speakers who share their languages. We applied a novel approach to scoring language production of a multilingual person with aphasia. Our aim was to discover whether the assessment outcome would differ meaningfully when we count accurate responses in only the target language of the assessment session versus when we apply a translanguaging framework, that is, count all accurate responses, regardless of the language in which they were produced. The participant is a Farsi-German-English speaking woman with chronic moderate aphasia. We examined the participant’s performance on two picture-naming tasks, an answering wh-question task, and an elicited narrative task. The results demonstrated that scores in English, the participant’s third-learned and least-impaired language did not differ between the two scoring methods. Performance in German, the participant’s moderately impaired second language benefited from translanguaging-based scoring across the board. In Farsi, her weakest language post-CVA, the participant’s scores were higher under the translanguaging-based scoring approach in some but not all of the tasks. Our findings suggest that whether a translanguaging-based scoring makes a difference in the results obtained depends on relative language abilities and on pragmatic constraints, with additional influence of the linguistic distances between the languages in question.

Abstract

Background

Neurodevelopmental conditions are highly heritable. Recent studies have shown that genomic heritability estimates can be confounded by genetic effects mediated via the environment (indirect genetic effects). However, the relative importance of direct versus indirect genetic effects on early variability in traits related to neurodevelopmental conditions is unknown.

Methods

The sample included up to 24,692 parent-offspring trios from the Norwegian MoBa cohort. We use Trio-GCTA to estimate latent direct and indirect genetic effects on mother-reported neurodevelopmental traits at age of 3 years (restricted and repetitive behaviors and interests, inattention, hyperactivity, language, social, and motor development). Further, we investigate to what extent direct and indirect effects are attributable to common genetic variants associated with autism, ADHD, developmental dyslexia, educational attainment, and cognitive ability using polygenic scores (PGS) in regression modeling.

Results

We find evidence for contributions of direct and indirect latent common genetic effects to inattention (direct: explaining 4.8% of variance, indirect: 6.7%) hyperactivity (direct: 1.3%, indirect: 9.6%), and restricted and repetitive behaviors (direct: 0.8%, indirect: 7.3%). Direct effects best explained variation in social and communication, language, and motor development (5.1%–5.7%). Direct genetic effects on inattention were captured by PGS for ADHD, educational attainment, and cognitive ability, whereas direct genetic effects on language development were captured by cognitive ability, educational attainment, and autism PGS. Indirect genetic effects on neurodevelopmental traits were primarily captured by educational attainment and/or cognitive ability PGS.

Conclusions

Results were consistent with differential contributions to neurodevelopmental traits in early childhood from direct and indirect genetic effects. Indirect effects were particularly important for hyperactivity and restricted and repetitive behaviors and interests and may be linked to genetic variation associated with cognition and educational attainment. Our findings illustrate the importance of within-family methods for disentangling genetic processes that influence early neurodevelopmental traits, even when identifiable associations are small.

Abstract

Individual differences in using language are prevalent in our daily lives. Language skills are often assessed in vocational (predominantly written language) and diagnostic contexts. Not much is known, however, about individual differences in spoken language skills. The lack of research is in part due to the lack of suitable test instruments. We introduce the Individual Differences in Language Skills (IDLaS-NL) test battery, a set of 31 behavioural tests that can be used to capture variability in language and relevant general cognitive skills in adult speakers of Dutch. The battery was designed to measure word and sentence production and comprehension skills, linguistic knowledge, nonverbal processing speed, working memory, and nonverbal reasoning. The present article outlines the structure of the battery, describes the materials and procedure of each test, and evaluates the battery’s factor structure based on the results of a sample of 748 Dutch adults, aged between 18 and 30 years, most of them students. The analyses demonstrate that the battery has good construct validity and can be reliably administered both in the lab and via the internet. We therefore recommend the battery as a valuable new tool to assess individual differences in language knowledge and skills; this future work may include linking language skills to other aspects of human cognition and life outcomes.

Abstract

Repair is a core building block of human communication, allowing us to address problems of understanding in conversation. Past research has uncovered the basic mechanisms by which interactants signal and solve such problems. However, the focus has been on verbal interaction, neglecting the fact that human communication is inherently multimodal. Here, we focus on a visual signal particularly prevalent in signalling problems of understanding: eyebrow furrows and raises. We present, first, a corpus study showing that differences in eyebrow actions (furrows versus raises) were systematically associated with differences in the format of verbal repair initiations. Second, we present a follow-up study using an avatar that allowed us to test the causal consequences of addressee eyebrow movements, zooming into the effect of eyebrow furrows as signals of trouble in understanding in particular. The results revealed that addressees’ eyebrow furrows have a striking effect on speakers’ speech, leading speakers to produce answers to questions several seconds longer than when not perceiving addressee eyebrow furrows while speaking. Together, the findings demonstrate that eyebrow movements play a communicative role in initiating repair during conversation rather than being merely epiphenomenal and that their occurrence can critically influence linguistic behaviour. Thus, eyebrow movements should be considered core coordination devices in human conversational interaction.

Abstract

We introduce a new method for measuring prediction and language-vision interactions: tracking the trajectories of hand-reaching movements in Virtual Reality (VR) environments. Spatiotemporal trajectory tracking of hand-reaching movements in VR offers an ecologically valid yet controlled medium for conducting experiments in an environment that mirrors characteristics of real-world behaviors. Importantly, it enables tracking the continuous dynamics of processing on a single-trial level. In an exploratory experiment L2 speakers heard predictive or non-predictive sentences (e.g., “The barber cuts the hair” vs. “The coach remembers the hair”). Participants’ task was to move their hands as quickly and as accurately as possible towards the object most relevant to the sentence. We measured reaction times (RTs) and hand-reaching trajectories as indicators of predictive behavior. There was a main effect of predictability: Predictable items were touched faster than unpredictable ones. Importantly, uncertainty was captured using spatiotemporal survival analysis by prolonged fluctuations in upward and downward vertical hand movements before making a final move to target or distractor. Self-correction of prediction errors was revealed by participants switching the direction of hand-reaching movements mid-trial. We conclude that the Virtual Hand Paradigm enables measuring the onset and dynamics of predictive behavior in real time in single and averaged trial data and captures (un)certainty about target objects and the self-correction of prediction error online in ‘close to real-world’ experimental settings. The new method has great potential to provide additional insights about time-course and intermediate states of processing, provisional interpretations and partial target commitments that go beyond other state-of-the-art methods.

Abstract

One of the earliest sources of mathematical input arises in dyadic parent–child interactions. However, the emphasis has been on parental input only in speech and how input varies across different environmental and child-specific factors remains largely unexplored. Here, we investigated the relationship among parental math input modality and type, children’s gestational status (being preterm vs. full-term born), and vocabulary development. Using book-reading as a medium for parental math input in dyadic interaction, we coded specific math input elicited by Turkish-speaking parents and their 26-month-old children (N = 58, 24 preterms) for speech-only and multimodal (speech and gestures combined) input. Results showed that multimodal math input, as opposed to speech-only math input, was uniquely associated with gestational status, expressive vocabulary, and the interaction between the two. Full-term children with lower expressive vocabulary scores received more multimodal input compared to their preterm peers. However, there was no association between expressive vocabulary and multimodal math input for preterm children. Moreover, cardinality was the most frequent type for both speech-only and multimodal input. These findings suggest that the specific type of multimodal math input can be produced as a function of children’s gestational status and vocabulary development.

Abstract

Advanced diffusion magnetic resonance imaging (dMRI) allows one to probe and assess brain white matter (WM) organisation and microstructure in vivo. Various dMRI models with different theoretical and practical assumptions have been developed, representing partly overlapping characteristics of the underlying brain biology with potentially complementary value in the cognitive and clinical neurosciences. To which degree the different dMRI metrics relate to clinically relevant geno- and phenotypes is still debated. Hence, we investigate how tract-based and whole WM skeleton parameters from different dMRI approaches associate with clinically relevant and white matter-related phenotypes (sex, age, pulse pressure (PP), body-mass-index (BMI), brain asymmetry) and genetic markers in the UK Biobank (UKB, n=52,140) and the Adolescent Brain Cognitive Development (ABCD) Study (n=5,844). In general, none of the imaging approaches could explain all examined phenotypes, though the approaches were overall similar in explaining variability of the examined phenotypes. Nevertheless, particular diffusion parameters of the used dMRI approaches stood out in explaining some important phenotypes known to correlate with general human health outcomes. A multi-compartment Bayesian dMRI approach provided the strongest WM associations with age, and together with diffusion tensor imaging, the largest accuracy for sex-classifications. We find a similar pattern of metric and tract-dependent asymmetries across datasets, with stronger asymmetries in ABCD data. The magnitude of WM associations with polygenic scores as well as PP depended more on the sample, and likely age, than dMRI metrics. However, kurtosis was most indicative of BMI and potentially of bipolar disorder polygenic scores. We conclude that WM microstructure is differentially associated with clinically relevant pheno- and genotypes at different points in life.

Abstract

Background
Reliable language mappings require sufficient language skills. This study evaluated whether linguistic task properties impact feasibility and reliability of navigated transcranial magnetic stimulation (nTMS)-based language mappings in aphasic glioma patients.

Methods
The effect of linguistic complexity on naming accuracy during baseline testing without stimulation and on the number of errors during nTMS was evaluated for 16 moderately and 4 severely expressive aphasic patients.

Result
During baseline, items acquired later in life and used less frequently, a higher amount of multisyllabic, compound, and inanimate items were named inaccurately. Even after removing these more complex items, less frequent and multisyllabic items were more error-prone during stimulation.

Conclusion
Higher linguistic item complexity was associated with decreased naming accuracy during baseline and resulted in a potentially higher false positive rate during nTMS in aphasic glioma patients. Thus, tailoring task complexity to individual performance capabilities may considerably support the preservation of residual functionality.

Abstract

In their comment, Dell and O'Seaghdha (1991) adduced any effect on phonological probes for semantic alternatives to the activation of these probes in the lexical network. We argue that that interpretation is false and, in addition, that the model still cannot account for our data. Furthermore, and different from Dell and O'seaghda, we adduce semantic rebound to the lemma level, where it is so substantial that it should have shown up in our data. Finally, we question the function of feedback in a lexical network (other than eliciting speech errors) and discuss Dell's (1988) notion of a unified production-comprehension system.

Abstract

In an earlier article (Levinson, 1987b), I raised the possibility that a Gricean theory of implicature might provide a systematic partial reduction of the Binding Conditions; the briefest of outlines is given in Section 2.1 below but the argumentation will be found in the earlier article. In this article I want, first, to show how that account might be further justified and extended, but then to introduce a radical alternative. This alternative uses the same pragmatic framework, but gives an account better adjusted to some languages. Finally, I shall attempt to show that both accounts can be combined by taking a diachronic perspective. The attraction of the combined account is that, suddenly, many facts about long-range reflexives and their associated logophoricity fall into place.

Abstract

Libraries are very often considered the hallway to developing knowledge. However, the lack of adequate staff within Indian libraries makes catering to the visitors’ needs difficult. Previous systems that have sought to address libraries’ needs through automation have mostly been limited to storage and fetching aspects while lacking in their interaction aspect. We propose to address this issue by incorporating social robots within Indian libraries that can communicate and address the visitors’ queries in a multi-modal fashion attempting to make the experience more natural and appealing while helping reduce the burden on the librarians. In this paper, we propose and deploy a Furhat robot as a robot librarian by programming it on certain core librarian functionalities. We evaluate our system with a physical robot librarian (N = 26). The results show that the robot librarian was found to be very informative and overall left with a positive impression and preference.

Abstract

Acknowledging that the parent–child attachment is a dyadic relationship, we investigated differences between pairs of parents and preschool children based on gender configurations in the association between attachment and problem behavior. We looked at mother–daughter, mother–son, father–daughter, and father–son dyads, but also compared mothers and fathers, daughters and sons, and same versus different gender pairs. We employed multigroup structural equation modeling to explore moderation effects of gender in a sample of 446 independent pairs of parents and preschool children (2–5 years old) from the Netherlands. A stronger association between both secure and avoidant attachment and internalizing problems was found for father–son dyads compared to father–daughter dyads. A stronger association between both secure and avoidant attachment and externalizing problems was found for mother–son dyads compared to mother–daughter and father–daughter dyads. Sons showed a stronger negative association between secure attachment and externalizing problems, a stronger positive association between avoidant attachment and externalizing problems, and a stronger negative association between secure attachment and internalizing problems compared to daughters. These results provide evidence for gender moderation and demonstrate that a dyadic approach can reveal patterns of associations that would not be recognized if parent and child gender effects were assessed separately.

Abstract

*All authors contributed equally to this work
Meaningful gestures enhance degraded speech comprehension in neurotypical adults, but it is unknown whether this is the case for neurodivergent populations, such as autistic individuals. Previous research demonstrated atypical multisensory and speech-gesture integration in autistic individuals, suggesting that integrating speech and gestures may be more challenging and less beneficial for speech comprehension in adverse listening conditions in comparison to neurotypicals. Conversely, autistic individuals could also benefit from additional cues to comprehend speech in noise, as they encounter difficulties in filtering relevant information from noise. We here investigated whether gestural enhancement of degraded speech comprehension differs for neurotypical (n = 40, mean age = 24.1) compared to autistic (n = 40, mean age = 26.8) adults. Participants watched videos of an actress uttering a Dutch action verb in clear or degraded speech accompanied with or without a gesture, and completed a free-recall task. Gestural enhancement was observed for both autistic and neurotypical individuals, and did not differ between groups. In contrast to previous literature, our results demonstrate that autistic individuals do benefit from gestures during degraded speech comprehension, similar to neurotypicals. These findings provide relevant insights to improve communication practices with autistic individuals and to develop new interventions for speech comprehension.

Abstract

Experimental psychologists and psycholinguists increasingly turn to online research for data collection due to the ease of sampling many diverse participants in parallel. Online research has shown promising validity and consistency, but is it suitable for all paradigms? Specifically, is it reliable enough for individual differences research? The current paper reports performance on 15 tasks from a psycholinguistic individual differences battery, including timed and untimed assessments of linguistic abilities, as well as domain-general skills. From a demographically homogenous sample of young Dutch people, 149 participants participated in the lab study, and 515 participated online. Our results indicate that there is no reason to assume that participants tested online will underperform compared to lab-based testing, though they highlight the importance of motivation and the potential for external help (e.g., through looking up answers) online. Overall, we conclude that there is reason for optimism in the future of online research into individual differences.

Abstract

Subjects named pictures while hearing distractor words that shared word-initial or word-final segments with the picture names or were unrelated to the picture names. The relative timing of distractor and picture presentation was varied. Compared with unrelated distractors, both types of related distractors facilitated picture naming under certain timing conditions. Begin-related distractors facilitated the naming responses if the shared segments began 150 ms before, at, or 150 ms after picture onset. By contrast, end-related distractors only facilitated the responses if the shared segments began at or 150 ms after picture onset. The results suggest that the phonological encoding of the beginning of a word is initiated before the encoding of its end.

Abstract

Eight experiments were carried out investigating whether different parts of a syllable must be phonologically encoded in a specific order or whether they can be encoded in any order. A speech production task was used in which the subjects in each test trial had to utter one out of three or five response words as quickly as possible. In the so-called homogeneous condition these words were related in form, while in the heterogeneous condition they were unrelated in form. For monosyllabic response words shorter reaction times were obtained in the homogeneous than in the heterogeneous condition when the words had the same onset, but not when they had the same rhyme. Similarly, for disyllabic response words, the reaction times were shorter in the homogeneous than in the heterogeneous condition when the words shared only the onset of the first syllable, but not when they shared only its rhyme. Furthermore, a stronger facilitatory effect was observed when the words had the entire first syllable in common than when they only shared the onset, or the onset and the nucleus, but not the coda of the first syllable. These results suggest that syllables are phonologically encoded in two ordered steps, the first of which is dedicated to the onset and the second to the rhyme.

Abstract

The increased interest in developing next-gen social robots has raised questions about the factors affecting the perception of robot emotions. This study investigates the impact of robot appearances (human-like, mechanical) and face regions (full-face, eye-region) on human perception of robot emotions. A between-subjects user study (N = 305) was conducted where participants were asked to identify the emotions being displayed in videos of robot faces, as well as a human baseline. Our findings reveal three important insights for effective social robot face design in Human-Robot Interaction (HRI): Firstly, robots equipped with a back-projected, fully animated face – regardless of whether they are more human-like or more mechanical-looking – demonstrate a capacity for emotional expression comparable to that of humans. Secondly, the recognition accuracy of emotional expressions in both humans and robots declines when only the eye region is visible. Lastly, within the constraint of only the eye region being visible, robots with more human-like features significantly enhance emotion recognition.

Abstract

Background

The factors that contribute to language alternation by bilingual speakers with aphasia have been debated. Some studies suggest that atypical language mixing results from impairments in language control, while others posit that mixing is a way to enhance communicative effectiveness. To address this question, most prior research examined the appropriateness of language mixing in connected speech tasks.
Aims

The goal of this study was to provide new insight into the question whether language mixing in aphasia reflects a strategy to enhance verbal effectiveness or involuntary behaviour resulting from impaired language control.
Methods & procedures

Semi-structured web-based interviews with bilingual speakers with aphasia (N = 19) with varying language backgrounds were conducted. The interviews were transcribed and coded for: (1) Self-reports regarding language control and compensation, (2) instances of language mixing, and (3) in two cases, instances of repair initiation.
Outcomes & results

The results showed that several participants reported language control difficulties but that the knowledge of additional languages could also be recruited to compensate for lexical retrieval problems. Most participants showed no or very few instances of mixing and the observed mixes appeared to adhere to the pragmatic context and known functions of switching. Three participants exhibited more marked switching behaviour and reported corresponding difficulties with language control. Instances of atypical mixing did not coincide with clear problems initiating conversational repair.
Conclusions

Our study highlights the variability in language mixing patterns of bilingual speakers with aphasia. Furthermore, most of the individuals in the study appeared to be able to effectively control their languages, and to alternate between their languages for compensatory purposes. Control deficits resulting in atypical language mixing were observed in a small number of participants.

Abstract

Zoonoses are infectious diseases transmitted from animals to humans. Bats have been suggested to harbour more zoonotic viruses than any other mammalian order1. Infections in bats are largely asymptomatic2,3, indicating limited tissue-damaging inflammation and immunopathology. To investigate the genomic basis of disease resistance, the Bat1K project generated reference-quality genomes of ten bat species, including potential viral reservoirs. Here we describe a systematic analysis covering 115 mammalian genomes that revealed that signatures of selection in immune genes are more prevalent in bats than in other mammalian orders. We found an excess of immune gene adaptations in the ancestral chiropteran branch and in many descending bat lineages, highlighting viral entry and detection factors, and regulators of antiviral and inflammatory responses. ISG15, which is an antiviral gene contributing to hyperinflammation during COVID-19 (refs. 4,5), exhibits key residue changes in rhinolophid and hipposiderid bats. Cellular infection experiments show species-specific antiviral differences and an essential role of protein conjugation in antiviral function of bat ISG15, separate from its role in secretion and inflammation in humans. Furthermore, in contrast to humans, ISG15 in most rhinolophid and hipposiderid bats has strong anti-SARS-CoV-2 activity. Our work reveals molecular mechanisms that contribute to viral tolerance and disease resistance in bats.

Abstract

Preschoolers’ exposure to abstract language (i.e. talk beyond the here and now) during shared reading is associated with language development. This randomized intervention study tested whether preschoolers’ repeated exposure to simple and complex stories (as defined by the inferential demands of the story), and the extratextual talk associated with such stories, would lead to differences in language production during shared reading and to differential gains in vocabulary and narrative skills post intervention. An experimenter read scripted stories to 34 children (3;07–4;11) assigned to one of two story conditions (simple or complex) in small-groups, twice weekly over six weeks. Results showed that children in the complex story condition produced more complex language (as indexed by their mean length of utterance, use of mental and communication verbs, and use of subordinate clauses). However, post-intervention, children’s vocabulary and narrative skills did not differ between conditions. Specific kinds of stories and corresponding extratextual talk by adults may not only increase children’s exposure to rich and challenging input from the extratextual talk, but can also provide valuable opportunities for children to produce complex language. Theoretical and methodological implications are also discussed.

Abstract

In reply to Magnuson, Crinnion, Luthra, Gaston, and Grubb (2023), we challenge their conclusion that on-line activation feedback improves word recognition. This type of feedback is instantiated in the TRACE model (McClelland & Elman, 1986) as top-down spread of activation from lexical to phoneme nodes. We give two main reasons why Magnuson et al.'s demonstration that activation feedback speeds up word recognition in TRACE is not informative about whether activation feedback helps humans recognize words. First, the same speed-up could be achieved by changing other parameters in TRACE. Second, more fundamentally, there is room for improvement in TRACE's performance only because the model, unlike Bayesian models, is suboptimal. We also challenge Magnuson et al.'s claim that the available empirical data support activation feedback. The data they base this claim on are open to alternative explanations and there are data against activation feedback that they do not discuss. We argue, therefore, that there are no computational or empirical grounds to conclude that activation feedback benefits human spoken-word recognition and indeed no theoretical grounds why activation feedback would exist. Other types of feedback, for example feedback to support perceptual learning, likely do exist, precisely because they can help listeners recognize words.

Abstract

Gestures express redundant or complementary information to speech they accompany by depicting visual and spatial features of referents. In doing so, they recruit both spatial and verbal cognitive resources that underpin the processing of visual semantic information and its integration with speech. The relation between spatial and verbal skills and gesture comprehension, where gestures may serve different roles in relation to speech is yet to be explored. This study examined the role of spatial and verbal skills in processing gestures that expressed redundant or complementary information to speech during the comprehension of spatial relations between objects. Turkish-speaking adults (N=74) watched videos describing the spatial location of objects that involved perspective-taking (left-right) or not (on-under) with speech and gesture. Gestures either conveyed redundant information to speech (e.g., saying and gesturing “left”) or complemented the accompanying demonstrative in speech (e.g., saying “here,” gesturing “left”). We also measured participants’ spatial (the Corsi block span and the mental rotation tasks) and verbal skills (the digit span task). Our results revealed nuanced interactions between these skills and spatial language comprehension, depending on the modality in which the information was expressed. One insight emerged prominently. Spatial skills, particularly spatial working memory capacity, were related to enhanced comprehension of visual semantic information conveyed through gestures especially when this information was not present in the accompanying speech. This study highlights the critical role of spatial working memory in gesture processing and underscores the importance of examining the interplay among cognitive and contextual factors to understand the complex dynamics of multimodal language.

Abstract

Background

Developmental delay (DD) poses challenges to children's overall development, necessitating early detection and intervention. Existing screening tools in China focus mainly on children with developmental issues in two or more domains, diagnosed as global developmental delay (GDD). However, the recent rise of early childhood development (ECD) concepts has expanded the focus to include not only those with severe brain development impairments but also children who lag in specific domains due to various social-environmental factors, with the aim of promoting positive development through active intervention. To support this approach, corresponding screening tools need to be developed.
Methods

The current study used a two-phase design to develop and validate the Parent-Reported Indicator of Developmental Evaluation for Chinese Children (PRIDE) tool. In Phase 1, age-specific milestone forms for PRIDE were created through a survey conducted in urban and rural primary care clinics across four economic regions in China. In Phase 2, PRIDE was validated in a community-based sample. Sensitivity and specificity of both PRIDE and Ages and Stages Questionnaires (ASQ)-3 were estimated using inverse probability weights (IPW) and multiple imputation (MI) to address planned and unplanned missing data.
Results

In Phase 1 involving a total of 1160 participants aged 1 to 48 months, 63 items were selected from the initial item pool to create 10 age-specific PRIDE forms. Our Phase 2 study included 777 children within the same age range. PRIDE demonstrated an estimated sensitivity and specificity of 83.3% [95% confidence interval (CI): 56.8%–100.0%] and 84.9% (95% CI: 82.8%–86.9%) in the identification of DD.
Conclusion

The findings suggest that PRIDE holds promise as a sensitive tool for detecting DD in community settings.

Abstract

Speakers sometimes produce lexical errors, such as saying “salt” instead of “pepper.” This study aimed to better understand the origin of lexical errors by assessing whether they arise from a hasty selection and premature decision to speak (premature selection hypothesis) or from momentary attentional disengagement from the task (attentional lapse hypothesis). We analyzed data from a speeded picture naming task (Lampe et al., 2023) and investigated whether lexical errors are produced as fast as target (i.e., correct) responses, thus arising from premature selection, or whether they are produced more slowly than target responses, thus arising from lapses of attention. Using ex-Gaussian analyses, we found that lexical errors were slower than targets in the tail, but not in the normal part of the response time distribution, with the tail effect primarily resulting from errors that were not coordinates, that is, members of the target’s semantic category. Moreover, we compared the coordinate errors and target responses in terms of their word-intrinsic properties and found that they were overall more frequent, shorter, and acquired earlier than targets. Given the present findings, we conclude that coordinate errors occur due to a premature selection but in the context of intact attentional control, following the same lexical constraints as targets, while other errors, given the variability in their nature, may vary in their origin, with one potential source being lapses of attention.

Abstract

A patient who already had Wernick's aphasia due to a left temporal lobe lesion suffered a severe deterioration specifically of auditory language comprehension, subsequent to right temporal lobe infarction. A detailed comparison of his new condition with his language status before the second stroke revealed that the newly acquired deficit was limited to tasks related to auditory input. Further investigations demonstrated a speech perceptual disorder, which we analysed as due to deficits both at the level of general auditory processes and at the level of phonetic analysis. We discuss some arguments related to hemisphere specialization of phonetic processing and to the disconnection explanation of word deafness that support the hypothesis of word deafness being generally caused by mixed deficits.

Abstract

Apolipoprotein E ε4 is a major genetic risk factor for Alzheimer’s disease, and some apolipoprotein E ε4 carriers show Alzheimer’s disease–related neuropathology many years before cognitive changes are apparent. Therefore, studying healthy apolipoprotein E genotyped individuals offers an opportunity to investigate the earliest changes in brain measures that may signal the presence of disease-related processes. For example, subtle changes in functional magnetic resonance imaging functional connectivity, particularly within the default mode network, have been described when comparing healthy ε4 carriers to ε3 carriers. Similarly, very mild impairments of episodic memory have also been documented in healthy apolipoprotein E ε4 carriers. Here, we use a naturalistic activity (movie watching), and a marker of episodic memory encoding (transient changes in functional magnetic resonance imaging activity and functional connectivity around so-called ‘event boundaries’), to investigate potential phenotype differences associated with the apolipoprotein E ε4 genotype in a large sample of healthy adults. Using Bayes factor analyses, we found strong evidence against existence of differences associated with apolipoprotein E allelic status. Similarly, we did not find apolipoprotein E-associated differences when we ran exploratory analyses examining: functional system segregation across the whole brain, and connectivity within the default mode network. We conclude that apolipoprotein E genotype has little or no effect on how ongoing experiences are processed in healthy adults. The mild phenotype differences observed in some studies may reflect early effects of Alzheimer’s disease–related pathology in apolipoprotein E ε4 carriers.

Abstract

Hemispheric brain asymmetry is a basic organizational principle of the human brain and has been implicated in various psychiatric conditions, including autism spectrum disorder. Brain asymmetry is not a uniquely human feature and is observed in other species such as the mouse. Yet, asymmetry patterns are generally nuanced, and substantial sample sizes are required to detect these patterns. In this pre-registered study, we use a mouse dataset from the Province of Ontario Neurodevelopmental Network, which comprises structural MRI data from over 2000 mice, including genetic models for autism spectrum disorder, to reveal the scope and magnitude of hemispheric asymmetry in the mouse. Our findings demonstrate the presence of robust hemispheric asymmetry in the mouse brain, such as larger right hemispheric volumes towards the anterior pole and larger left hemispheric volumes toward the posterior pole, opposite to what has been shown in humans. This suggests the existence of species-specific traits. Further clustering analysis identified distinct asymmetry patterns in autism spectrum disorder models, a phenomenon that is also seen in atypically developing participants. Our study shows potential for the use of mouse models in studying the biological bases of typical and atypical brain asymmetry but also warrants caution as asymmetry patterns seem to differ between humans and mice.

Abstract

Pragmatic phenomena are characterized by extreme variability, which makes it difficult to draw sound generalizations about the role of social cognition in pragmatic language by and large. I introduce cultural evolutionary pragmatics as a new framework for the study of the interdependence between language and social cognition, and point at the study of common-ground management across languages and ages as a way to test the reliance of pragmatic language on social cognition. I illustrate this new research line with three experiments on article use by second language speakers, whose mother tongue lacks articles. These L2 speakers are known to find article use challenging and it is often argued that their difficulties stem from articles being pragmatically redundant. Contrary to this view, the results of this exploratory study support the view that proficient article use requires automatizing basic socio-cognitive processes, offering a window into the interdependence between language and social cognition.

Abstract

How might social cognition help us communicate through language? At what levels does this interaction occur? In classical views, social cognition is independent of language, and integrating the two can be slow, effortful, and error-prone. But new research into word level processes reveals that communication
is brimming with social micro-processes that happen in real time, guiding even the simplest choices like how we use adjectives, articles, and demonstratives. We interpret these findings in the context of advances in theoretical models of social cognition and propose a Communicative Mind-Tracking
framework, where social micro-processes aren’t a secondary process in how we use language—they are fundamental to how communication works.

Abstract

Brain tumors are classified as rare diseases, with an annual occurrence of 300,000 cases and account for an annual loss of 241,000 lives, highlighting their devastating nature. Recent advancements in diagnosis and treatment have significantly improved the management and care of brain tumors. This chapter provides an overview of the common types of primary brain tumors affecting language functions—gliomas and meningiomas. Techniques for identifying and mapping critical language areas, including the white matter language system, such as awake brain tumor surgery and diffusion-weighted tractography, are pivotal for understanding language localization and informing personalized treatment approaches. Numerous studies have demonstrated that gliomas in the dominant hemisphere can lead to (often subtle) impairments across various cognitive domains, with a particular emphasis on language. Recently, increased attention has been directed toward (nonverbal) cognitive deficits in patients with gliomas in the nondominant hemisphere, as well as cognitive outcomes in patients with meningiomas, a group historically overlooked. A patient-tailored approach to language and cognitive functions across the pre-, intra-, and postoperative phases is mandatory for brain tumor patients to preserve quality of life. Continued follow-up studies, in conjunction with advanced imaging techniques, are crucial for understanding the brain's potential for neuroplasticity and optimizing patient outcomes.

Abstract

Left-right asymmetry is an important aspect of human brain organization for functions including language and hand motor control, which can be altered in some psychiatric traits. The last five years have seen rapid advances in the identification of specific genes linked to variation in asymmetry of the human brain and/or handedness. These advances have been driven by a new generation of large-scale genome-wide association studies, carried out in samples ranging from roughly 16,000 to over 1.5 million participants. The implicated genes tend to be most active in the embryonic and fetal brain, consistent with early developmental patterning of brain asymmetry. Several of the genes encode components of microtubules, or other microtubule-associated proteins. Microtubules are key elements of the internal cellular skeleton (cytoskeleton). A major challenge remains to understand how these genes affect, or even induce, the brain’s left-right axis. Several of the implicated genes have also been associated with psychiatric or neurological disorders, and polygenic dispositions to autism and schizophrenia have been associated with structural brain asymmetry. Knowledge of developmental mechanisms that lead to hemispheric specialization may ultimately help to define etiologic subtypes of brain disorders.

Abstract

To date, research has reliably shown that language can engage and modify perceptual processes in a top-down manner. However, our understanding of the cognitive and neural mechanisms underlying such top-down influences is still under debate. In this review, we provide an overview of findings from literature investigating the organization of semantic networks in the brain (spontaneous engagement of the visual system while processing linguistic information), and linguistic cueing studies (looking at the immediate effects of language on the perception of a visual target), in an effort to isolate such mechanisms. Additionally, we connect the findings from linguistic cueing studies to those reported in (nonlinguistic) literature on priors in perception, in order to find commonalities in neural processes allowing for top-down influences on perception. In doing so, we discuss the effects of language on perception in the context of broader, general cognitive and neural principles. Finally, we propose a way forward in the study of linguistic influences on perception.

Abstract

Incremental sentence generation imposes special constraints on the representation of the grammar and the design of the formulator (the module which is responsible for constructing the syntactic and morphological structure). In the model of natural speech production presented here, a formalism called Segment Grammar is used for the representation of linguistic knowledge. We give a definition of this formalism and present a formulator design which relies on it. Next, we present an object- oriented implementation of Segment Grammar. Finally, we compare Segment Grammar with other formalisms.

Abstract

Purpose:
This study aimed to identify how a set of predefined factors modulates phoneme articulation time within a speaker.
Method:
We used a custom in-lab system that records lip muscle activity through electromyography signals, aligned with the produced speech, to measure phoneme articulation time. Twenty Spanish-speaking participants (12 females) were evaluated while producing sequences of a consonant–vowel syllable, with each sequence consisting of repeated articulations of either /pa/ or /pu/. Before starting the sequences, participants underwent a priming step with either a fast or slow speech rate. Additionally, the general attentional state level was assessed at the beginning, middle, and end of the protocol. To analyze the variability in the duration of /p/ and vowel articulation, we fitted individual linear mixed-models considering three factors: general attentional state level, priming rate, and coarticulation effects (for /p/, i.e., followed by /a/ or /u/) or phoneme identity (for vowels, i.e., being /a/ or /u/).
Results:
We found that the level of general attentional state positively correlated with production time for both the consonant /p/ and the vowels. Additionally, /p/ production was influenced by the nature of the following vowel (i.e., coarticulation effects), while vowel production time was affected by the primed speech rate.
Conclusions:
Phoneme duration appears to be influenced by both stable, speaker-specific characteristics (idiosyncratic traits) and internal, state-dependent factors related to the speaker's condition at the time of speech production. While some factors affect both consonants and vowels, others specifically modify only one of these types.