Language out of Music: The Four Dimensions of Vocal Learning

A growing consensus drawing on research in a wide variety of disciplines has, over the last fifteen years or so, argued the need to revisit Darwin's conjecture of 1871 that language may be descended from an existing, musical medium of communication that developed from animal calls. This paper seeks to examine, in an extension of Hockett's analysis of the design features required for linguistic communication, the nature of the acoustic information produced and perceived in human vocalisation, and to consider the anatomical and neural mechanisms on which these depend. An attempt is made to sketch an evolutionary chronology for key prerequisites of human orality. Cross‐species comparisons are employed to illuminate the role of four acoustic variables (pitch, duration, amplitude and timbre), viewing the potential for human vocal productivity from the perspective of animal communication. Although humans are the only species to combine entrainment to pulse with attunement to precisely‐tracked pitches, we also depend both for musical interaction and the production and perception of vowel sounds on precise and conscious control of the property of timbre. Drawing on, amongst others, Scherer's analyses of emotionally triggered sounds in a variety of species, and Fernald's presentation of the similarities of infant cries and adult production of infant‐directed speech in a variety of cultures and languages, a case is made for the instinctive components of human communication being more music‐like than language‐like. In conclusion, historical and comparative data are employed to outline the adaptive and exaptive sequence by which human vocal communication evolved. The roles of selective pressures that conform to different adaptive models are compared—natural selection, sexual selection, group selection—leading to the proposal that all of these must have played their part at different stages in the process in a ‘mosaic’ model consistent with the development of other human traits.     

Ideologies of Language: Some Reflections on Language and U.S. Law

I present two U.S. court cases in which I participated as a linguistic anthropological "expert" to show how language ideologies of the law both influence legal outcomes and conflict with "scientific" ideas about language. One case was the murder trial of a young Mixtec-speaking Indian from Oaxaca; the other was a civil suit brought by four Hispanic women dismissed from an elder-care center for speaking Spanish on the job. I identify in the linguistic ideologies of both cases a principle of "referential transparency" that takes the essential business of words, regardless of the linguistic code, to be communicating propositional information. In the second case, 1 describe a further notion of "linguistic paranoia" in which speaking a language other than English is taken as inherently insulting or threatening. I relate these implicit ideological threads to the legal outcomes, to the restricted notions of potential "language rights" that might emerge from such ideologies, and to the clash between theoretical and judicial perspectives on language. [Keywords: U.S. law, language rights, linguistic ideology, expert witnesses, linguistic anthropology]     

Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning.     

Language Ideologies: Practice and Theory.

Language Ideologies: Practice and Theory. Bambi B. Schieffelin. Kathryn A. Woolard. and Paul V. Kroskrity. eds. New York: Oxford University Press, 1998. 338 pp.     

Mismatch Response to Polysyllabic Nonwords: A Neurophysiological Signature of Language Learning Capacity

Background

The ability to repeat polysyllabic nonwords such as “blonterstaping” has frequently been shown to correlate with language learning ability but it is not clear why such a correlation should exist. Three alternative explanations have been offered, stated in terms of differences in: (a) perceptual ability; (b) efficiency of phonological loop functioning; (c) pre-existing vocabulary knowledge and/or articulatory skills. In the present study, we used event-related potentials to assess the contributions from these three factors to explaining individual variation in nonword repetition ability.

Methodology/Principal Findings

59 adults who were subdivided according to whether they were good or poor nonword-repeaters participated. Electrophysiologically measured mismatch responses were recorded to changes in consonants as participants passively listened to a repeating four syllable CV-string. The consonant change could occur in one of four positions along the CV-string and we predicted that: (a) if nonword repetition depended purely on auditory discrimination ability, then reduced mismatch responses to all four consonant changes would be observed in the poor nonword-repeaters, (b) if it depended on encoding or decay of information in a capacity-limited phonological store, then a position specific decrease in mismatch response would be observed, (c) if neither cognitive capacity was involved, then the two groups of participants would provide equivalent mismatch responses. Consistent with our second hypothesis, a position specific difference located on the third syllable was observed in the late discriminative negativity (LDN) window (230–630 ms post-syllable onset).

Conclusions/Significance

Our data thus confirm that people who are poorer at nonword repetition are less efficient in early processing of polysyllabic speech materials, but this impairment is not attributable to deficits in low level auditory discrimination. We conclude by discussing the significance of the observed relationship between LDN amplitude and nonword repetition ability and describe how this relatively little understood ERP component provides a biological window onto processes required for successful language learning.