MENTÁLIS FOLYAMATOK A NYELVI FELDOLGOZÁSBAN
MENTAL PROCEDURES IN LANGUAGE PROCESSING
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SEGÉDKÖNYVEK A NYELVÉSZET TANULMÁNYOZÁSÁHOZ 140.
MENTÁLIS FOLYAMATOK A NYELVI FELDOLGOZÁSBAN
Pszicholingvisztikai tanulmányok III.
MENTAL PROCEDURES IN LANGUAGE PROCESSING
Studies in Psycholinguistics 3.
Szerkesztette / Editors
N AVRACSICS J UDIT – S ZABÓ D ÁNIEL
TINTA KÖNYVKIADÓ
3
BUDAPEST, 2012
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SEGÉDKÖNYVEK A NYELVÉSZET TANULMÁNYOZÁSÁHOZ 140.
Sorozatszerkesztő KISS GÁBOR
Szerkesztette NAVRACSICS JUDIT
SZABÓ DÁNIEL
Lektorálta FÖLDES CSABA
GÓSY MÁRIA LENGYEL ZSOLT HOWARD JACKSON
KEES DE BOT NAVRACSICS JUDIT
ISSN 1419-6603 ISBN 978-615-5219-17-7
© A szerzők, 2012
© Navracsics Judit – Szabó Dániel
© TINTA Könyvkiadó, 2012
A kiadásért felelős a TINTA Könyvkiadó igazgatója Felelős szerkesztő: Szabó Mihály
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Műszaki szerkesztő: Heiszer Erika Borítóterv: Temesi Viola
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TARTALOM
Előszó ... 8
I. PSZICHOLINGVISZTIKA: ÉP ÉS SÉRÜLT FOLYAMATOK ... 9
The end of psycholinguistics as we know it? ... 10
Recursion in language, theory-of-mind inference, ... 20
SZÓELŐHÍVÁS VIZSGÁLATA ALZHEIMER-KÓRBAN ... 29
Die Adaptierung des GMP-Tests ins Slowakische ... 40
Semantic and Formal Strengthening Processes ... 55
Fonetikai/fonológiai kapcsolatok ... 63
Szóelőhívás gyermekek szóasszociációiban ... 89
A MENTÁLIS TÉRKÉP ÉS A HELYNEVEK ... 99
A MENTÁLIS TEREK A JELENTÉSALKOTÁSBAN ... 106
ÖREGEDÉS ÉS LEXIKÁLIS HOZZÁFÉRÉS A KÖZ- ... 114
A NYELVI FEJLESZTÉS LEHETŐSÉGEI LOVASTERÁPIÁS ... 122
A HALLGATÁS SZEREPE ÉS FUNKCIÓI ... 127
A CSEND ÉS A HALLGATÁS A KULTÚRAKÖZI ... 139
3WS! WORDS IN THE 21ST CENTURY ... 145
II. BESZÉDKUTATÁS ... 154
AZ ARTIKULÁCIÓ LEÁLLÁSA A SPONTÁN BESZÉDBEN ... 156
A HEZITÁCIÓS JELENSÉGEK GÉPI OSZTÁLYOZÁSA ... 169
AZ AGYI MONITOROZÁS MÓDOSULÁSA ZAJHATÁSRA ... 178
A MONDATISMÉTLÉS SAJÁTOSSÁGAI FIATAL, ... 190
DISZLEXIÁS GYERMEKEK SPONTÁN BESZÉDÉNEK ... 199
A FOGAZAT ÉS A FOGMEDERNYÚLVÁNY ELTÉRÉSÉNEK ... 208
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WORD RECOGNITION ON THE BASIS OF SYLLABLE AND SPEECH
SOUND BLENDING IN 5-TO-8-YEAR-OLD CHILDREN ... 219
ÉS AKKOR A PAP MEGRETTENT”: RÉGI MESÉK ... 232
OLVASÁSI STRATÉGIÁK ÉS SZÖVEGÉRTÉS ... 241
III. KÉTNYELVŰSÉG ... 248
KÁRPÁTALJAI KÉTNYELVŰSÉG: A KÓDVÁLTÁS PSZICHOLINGVISZTIKAI SZEMPONTÚ MEGKÖZELÍTÉSE ... 249
MUZSLYAI MAGYAR–SZERB KÉTNYELVŰ ... 260
SEMANTIC REPRESENTATION IN THE BILINGUAL ... 269
LANGUAGE SOCIALIZATION IN ETHNICALLY MIXED... 291
LOANSHIFTS OF CANADIAN–HUNGARIAN ... 298
CULTURE SPECIFIC ITEMS IN TRANSLATION ... 306
LINGUISTIC MANIFESTATIONS OF LANGUAGE CONTACT: ... 319
VERSSZÖVEGEK HIPERTEXTUÁLIS SZERVEZŐDÉSÉNEK ... 335
MERKMALE DER SCHRIFTSPRACHLICHEN ... 343
IV. MÁSODIK NYELVI FELDOLGOZÁS ... 352
VISUAL WORD RECOGNITION AND LANGUAGE-SPECIFIC ... 353
LEXICAL ACCESS OF L1 AND L2 WORDS IN LANGUAGE ... 363
THE ANIMAL FARM: A PICTURE SET FOR THE STUDY ... 373
UNDERACHIEVERS AMONG FOREIGN LANGUAGE MAJORS: .... 388
THE MENTAL LEXICON OF TWINS IN MOTHER TONGUE ... 399
BILINGUAL SENTENCE PROCESSING ... 409
A MENTÁLIS LEXIKON KUTATÁSÁNAK LEHETŐSÉGEI ... 422
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ELŐSZÓ
Tanulmánykötetünkben – alcíméhez hűen – a pszicholingvisztika területéről válogat- tunk kutatásokat, és kértünk fel szerzőket, hogy osszák meg a széles olvasótáborral legújabb eredményeiket.
Legnagyobb örömünkre külföldi kutatók is hozzájárultak a gyűjteményhez, így a kö- tet többnyelvű: a magyar nyelvű tanulmányokon kívül találunk benne angol és német nyelven írottakat.
A tanulmányok témái a beszédprodukció és percepció folyamatainak vizsgálatával foglalkozó kutatásokat ölelik fel, hazai és nemzetközi színtéren. A kutatások nem csak a magyar nyelvet érintik: az alaptémákról a hazai szakembereken kívül holland, hor- vát, német és szlovák szerzők is beszámolnak. Az általános pszicholingvisztikai témá- kon kívül a kétnyelvűségre és a második nyelvelsajátításra vonatkozó tanulmányok is egyre nagyobb létjogosultságra tesznek szert magyar és nemzetközi kontextusban.
A kötetet egy gondolatébresztő, majdhogynem provokatív tanulmány nyitja, amely- lyel Kees de Bot, a Groningeni Egyetem professzora tisztelte meg az olvasókat. Néze- te szerint elavult a pszicholingvisztikában uralkodó modellek szemlélete, és az egész nyelvfeldolgozást, beszédkutatást, nyelvelsajátítást dinamikus szemlélettel kellene vizsgálni – szemben a ma uralkodó szeparált és statikus, nyelvi szintenként vizsgálódó nézettel. A felvetés elgondolkodtató, ám még nincs ötlet, nincs megfelelő módszer, amellyel dolgozhatnánk. Ugyanakkor már maga az a felismerés, hogy az eddigi mo- dellekkel csak egyre ellentmondásosabb eredményekre jutottunk, valószínűleg rá fog kényszeríteni bennünket a paradigmaváltásra.
Egyelőre azonban maradunk a számunkra megszokott szemléleten alapuló kutatá- soknál, amelyek újabb értékes adatokat és eredményeket mutatnak be a magyarországi és külföldi pszicholingvisztikai műhelyekből.
Sorozatunk egyik célja, hogy a közép-európai pszicholingvisztikai kutatásokat a ré- gióban megismertessük, hogy nemzetközi szinten fenntartsuk az érdeklődést egymás kutatásai és eredményei iránt. Bízunk abban, hogy ezzel a kötettel is sikerül hozzájá- rulni a nemzetközi szintű tudományos kooperációhoz.
Veszprém, 2012. március 8.
A szerkesztők
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I. PSZICHOLINGVISZTIKA:
ÉP ÉS SÉRÜLT FOLYAMATOK PSYCHOLINGUISTICS:
INTACT PROCESSING AND DISFUNCTIONS
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THE END OF PSYCHOLINGUISTICS AS WE KNOW IT?
IT’S ABOUT TIME!
KEES DE BOT
In this contribution it is argued that traditional psycholinguistic models have a number of characteristics that are incompatible with a dynamic systems perspective on lan- guage processing. In the first part the main characteristics of one group of such models will be discussed. Then each of them will be discussed and evaluated in the light of a dynamic perspective which will be introduced briefly. In the evaluation it will be ar- gued that there are fundamental problems of this type of model when time as a com- ponent, and therefore change, are accepted as essential in language processing.
1. Traditional psycholinguistic models and their multilingual variants
Here, Levelt’s “Speaking” model (1989) is taken as a starting point. This is arguably the most established psycholinguistic model available, and various researchers have shown its relevance for bilingual processing (Green 1993, Myers-Scotton 1995, Poulisse 1997). The Levelt model will be discussed briefly here in order to give the reader an idea of the main line of argumentation. More elaborate versions of the model are described in Levelt (1989, 1993; Levelt–Roelofs–Meyer 1999; for bilingual pro- cessing Kormos 2006; Hartsuiker–Pickering 2007).
In the Speaking model, different modules are distinguished:
• the conceptualizer,
• the formulator,
• the articulator.
Lexical items are stored in the lexicon in separate stores for lemmas and lexemes. The different parts can be described briefly as follows:
The conceptualizer translates communicative intentions into messages that can func- tion as input to the speech production system. The output of the conceptualizer is a preverbal message, which consists of all the information needed by the next compo- nent, the formulator, to convert the communicative intention into speech. Crucial as- pects of the model are the following:
• there is no external unit controlling the various components;
• there is no feedback from the formulator to the conceptualizer, and
• there is no feedforward from the conceptualizer to the other components of the model.
This means that all the information that is relevant to the “lower” components has to be included in the preverbal message.
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The formulator converts the preverbal message into a speech plan (phonetic plan) by selecting lexical items and applying grammatical and phonological rules. Lexical items consist of two parts, the lemma and the morpho-phonological form or lexeme.
The lemma represents the meaning and syntax of the lexical entry while the lexeme represents the morphological and phonological properties. In production, lexical items are activated by matching the meaning part of the lemma with the semantic information in the preverbal message. Accordingly, the information from the lexicon is made avail- able in two phases: Semantic activation precedes form activation (Schriefers–Meyer–
Levelt 1990). Activation of the lemma immediately provides the relevant syntactic information, which in turn activates syntactic procedures. The selection of the lemmas and the relevant syntactic information leads to the formation of a surface structure.
While the surface structure is being formed, the morpho-phonological information in the lexeme is activated and encoded. The phonological encoding provides the input for the articulator in the form of a phonetic plan. This phonetic plan can be scanned inter- nally by the speaker via the speech-comprehension system, which provides the first possibility for feedback.
The articulator converts the speech plan into actual speech. The output from the formulator is processed and temporarily stored in such a way that the phonetic plan can be fed back to the speech-comprehension system and the speech can be produced at normal speed.
A speech-comprehension system connected with an auditory system plays a role in the two ways in which feedback takes place within the model: the phonetic plan as well as the overt speech are passed on to the speech-comprehension system, where mis- takes that may have crept in can be traced. Speech understanding is modeled as the mir- ror image of language production, and the lexicon is assumed to be shared by the two systems.
2. Language separation and language choice
In dealing with bilingual speakers there are two aspects that have to be accounted for:
• How do these speakers keep their languages apart, and
• How do they implement language choice?
Psycholinguistically, code switching and keeping languages apart are different aspects of the same phenomenon. In the literature, a number of proposals have been made on how bilingual speakers keep their languages apart. Earlier proposals involving input and output switches for languages have been abandoned for models based on research on bilingual aphasia. Paradis (2004) has proposed the subset hypothesis, which he claims can account for most of the data found. According to Paradis, words (but also syntactic rules or phonemes) from a given language form a subset of the total invento- ry. Each subset can be activated independently. Some subsets (e.g. from typologically related languages) may show considerable overlap in the form of cognate words. The subsets are formed and maintained by the use of words in specific settings: words from a given language will be used together in most settings, but in settings in which code- switching is the norm, speakers may develop a subset in which words from more than one language can be used together. The idea of a subset in the lexicon is highly com-
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patible with current ideas on connectionist relations in the mental lexicon (cf. Roelofs 1992).
A major advantage of the subset hypothesis is that the set of lexical and syntactic rules or phonological elements from which a selection has to be made is reduced dra- matically as a result of the fact that a particular language/subset has been chosen. Our claim is that the subset hypothesis can explain how languages in bilinguals may be kept apart, but not how the choice for a given language is made. The activation of a language specific subset will enhance the likelihood of elements of that subset being selected, but it is no guarantee for the selection of elements from that language only.
According to the subset hypothesis, bilingual speakers have stores for lemmas, lex- emes, syntactic rules, morpho-phonological rules and elements, and articulatory ele- ments that are not fundamentally different from those of monolingual speakers. Within each of these stores there will be subsets for different languages, but also for different varieties, styles and registers. There are probably relations between subsets in different stores; i.e. lemmas forming a subset in a given language will be related to both lex- emes and syntactic rules from that same language, and phonological rules from that language will be connected with articulatory elements from that language. The way these types of vertical connections are made is in principle similar to the way in which connections between elements on the lemma level develop.
Activating a subset in the lexicon on the basis of the conversational setting can be the activation of a particular language, but it can also be a dialect, register or style.
These subsets can be activated both top-down, when a speaker selects a language for an utterance or bottom up, when language used in the environment triggers and acti- vates a specific subset (de Bot 2004). Triggers on different levels: sounds, words, constructions, but probably also gestures can activate a subset.
3. Towards dynamic models of bilingual processing
It can be argued that the Hartsuiker & Pickering (2007) article represents the state of the art at this moment in the sense that this type of model is the most prominent one.
The whole literature on bilingual processes centers on this type of model. It will be argued in the remainder of this contribution that there may be reasons to move beyond such models because they have a number of rather serious problems.
The main problem is that such models are based on underlying assumptions that may no longer be tenable:
• Language processing is modular: it is carried out by a number of cognitive modules that have their own specific input and output and that function more or less autonomously
• Language processing is incremental and there is no internal feedback or feed- forward
• Elements at different levels in the model can be studied in isolation
• Syntax and lexicon are separate modules
• Various experimental techniques will provide us with reliable and valid data on the workings of the model
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• Individual monologue rather than interaction is the default speaking situation
• Language processing involves operations on invariant and abstract represen- tations
Within the tradition such models are part of, these characteristics may be unproblemat- ic, but in recent years new perspectives on cognition have developed that lead to a different view. The most important development is the emergence of a dynamic per- spective on cognition in general and language processing in particular. The most im- portant tenet is that any open complex system (such as the bilingual mind) interacts continuously with its environment and will continuously change over time. Although a full treatment of Dynamic Systems Theory (DST) as it has been applied to cognition and language is beyond the scope of the present contribution, we will briefly summa- rize some aspects. Relevant publications on various aspects of DST and language are Port & Van Gelder (1995), Van Gelder (1998), Van Geert (1994) and Spivey (2007).
Specific for bilingualism and second language development are Herdina & Jessner (2002), de Bot, Verspoor & Lowie (2007) and Larsen-Freeman & Cameron (2008).
Here we list the main characteristics of DST:
• DST is the science of the development of complex systems over time. Complex systems are sets of interacting variables.
• In many complex systems the outcome of development over time cannot be pre- dicted, not because we lack the right tools to measure it, but because variables that interact keep changing over time.
• Dynamic systems are always part of another system, going from sub-molecular particles to the universe.
• Systems develop through iterations of simple procedures that are applied over and over again with the output of the preceding iteration as the input of the next.
• Complexity emerges out of the iterative application of simple procedures; there- fore, it is not necessary to postulate innate knowledge.
• The development of a dynamic system appears to be highly dependent on its be- ginning state. Minor differences at the beginning can have dramatic consequenc- es in the long run.
• In dynamic systems, changes in one variable have an impact on all other varia- bles that are part of the system: systems are fully interconnected.
• Development is dependent on resources; all natural systems will tend to entropy when no additional energy is added to the system.
• Systems develop through interaction with their environment and through internal self-reorganisation.
• Because systems are constantly in flow, they will show variation, which makes them sensitive to specific input at a given point in time and some other input at another point in time.
• The cognitive system as a dynamic system is typically situated, i.e. closely con- nected to a specific here and now situation, embodied, i.e. cognition is not just the computations that take place in the brain but also include interactions with the rest of the human body, and distributed: “Knowledge is socially constructed
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through collaborative efforts to achieve shared objectives in cultural surround- ings” (Salomon 1993: 1).
Van Gelder (1998) describes how a DST perspective on cognition differs from a more traditional one:
The cognitive system is not a discrete sequential manipulator of static representa- tional structures: rather, it is a structure of mutually and simultaneously influencing change. Its processes do not take place in the arbitrary, discrete time of computer steps:
rather, they unfold in the real time of ongoing change in the environment, the body, and the nervous system. The cognitive system does not interact with other aspects of the world by passing messages and commands: rather, it continuously coevolves with them.
With these notions in mind, let us look at the main characteristics of the models dis- cussed that are part of the information processing tradition.
Language processing is modular: it is carried out by a number of cognitive mod- ules that have their own specific input and output and that function more or less autonomously
The most outspoken opponent of a modular approach to cognitive processing at the moment is probably Michael Spivey in his book The continuity of mind (2007). His main argument is that there is substantial evidence against the existence of separate modules for specific cognitive activities such as face recognition and object recogni- tion. For linguistic theories this is crucial since in UG based theories a separate and innate language module plays a central role. Distributed processing of language un- dermines the idea that language is a uniquely human and innate because the cooperat- ing parts of the brain are not unique for language, have no specific linguistic knowledge and work in feedback and feedforward types of structure.
Language processing is incremental and there is no internal feedback or feedfor- ward
One of the problems of this assumption is that many second language speakers regu- larly experience a “feeling of knowing” (Peynircoglu–Tekcan 2000). They want to say something in the foreign language, but are aware of the fact that they don’t know or have a quick access to a word they are going to need to finish a sentence (de Bot 2004). This suggests at least some form of feedforward in speaking. Evidence for feedforward processes in language production can also be found in Cleland & Picker- ing (2003) and Herdman et al. (2007)
Additional evidence against a strict incremental view is provided in an interesting experiment by Hald, Bastiaanse & Hagoort (2006). In this experiment, speaker charac- teristics (social dialect) and speech characteristics (high/low cultural content) were varied in such a way that speaker and speech characteristics were orthogonally varied.
Listeners heard speakers whose dialect clearly showed their high or low socio- economic status talk about Chopin’s piano music or about tattoos. The combinations
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of high cultural content and low social status in a neuro-imaging experiment led to N400 reactions, which showed that these utterances were experienced as deviant. A comparison with similar sentences with grammatical deviations showed that the se- mantic errors were detected earlier than the syntactic ones, which is a problem for a purely incremental process from semantics to syntax and phonology. The semantics and pragmatics seem to override the syntax in this experiment.
Isolated elements (phonemes, words, sentences) are studied without taking into account the larger linguistic and social context they are part of
If cognition is situated, embodied and distributed, studying isolated elements is fairly pointless: we need to investigate them as they relate to other aspects of the larger con- text, both linguistic and extra-linguistic. For example, work by Eisner & McQueen (2006) has shown that the perception of ambiguous phonemes is strongly influenced by the semantics of the context in which that phoneme is used.
Syntax and lexicon are separate modules
There is in linguistics a growing tendency to move away from a strict division of syn- tax and lexicon. Various authors have argued for “Grammar as idiom”. In this perspec- tive the difference between sentences like “John goes home” vs. “John went home” is more lexico-semantic than grammatical, they can be viewed as idioms with different meanings. This kind of thinking can be found in Goldberg’s construction grammar (2003) and Croft & Cruse’s (2004) “Grammatical idioms”.
There is also some neurolinguistic evidence to support this view. Csepe’s (2011) neuro-imaging data suggest that syntactic processing is essentially a form of semantic processing.
As Lowie & Verspoor (2011) argue: “The emerging picture is one of the multilin- gual mind as a multidimensional state space, in which fuzzy subsets of symbolic units, be it words, formulaic sequences or syntactic constructions, are activated in particular contexts....From this perspective it is not necessary to distinguish procedural lexical knowledge from a separate syntactic processing component.”
Various experimental techniques will provide us with reliable and valid data on the workings of the model
The existing models of language processing are based on a large body of very sophis- ticated experimental techniques that aimed at unraveling the complexities of the sys- tem. A relevant question is whether we can indeed get a better understanding of the whole by taking it apart. Spivey (2007) takes a clear position in this debate: “The fun- damental weakness of some of the major experimental techniques in cognitive psy- chology and neuroscience is that they ignore much of the time course of processing and the gradual accumulation of partial information, focusing instead on the outcome of a cognitive process rather than the dynamic properties of that process.”
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Individual monologue rather than interaction is the default speaking situation.
As Pickering & Garrod (2004) have argued, we should move away from monologue as the default type of language production and look at interaction instead. The task for a speaker is fundamentally different in interaction as compared to monologue. The liter- ature on syntactic priming mentioned earlier supports this way of looking at produc- tion: how language is used depends only partly on the intentions and activities of indi- vidual speakers and is to a large extent defined by the characteristics of the interaction.
Language processing is seen primarily as operations on invariant and abstract representations
In the models presented earlier, and in the information processing approach in general the assumption is that language processing is the manipulation of invariant entities (words, phonemes, syntactic patterns). In a dynamic approach this invariance is highly problematic because every use of a word, expression or construction will have an im- pact on the way it is represented in the brain. As Spivey (2007) indicates: “I contend that cognitive psychology’s traditional information processing approach (….) places too much emphasis on easily labeled static representations that are claimed to be com- puted at intermittently stable periods over time.” He admits that static representations are the cornerstone of the information processing approach and that it will be difficult to replace them with a concept that is more dynamic because what we have now is too vague and underspecified.
So far there is hardly any research on the stability of representations De Bot &
Lowie (2009) report on an experiment in which a simple word naming task of high frequency words was used. The outcomes show that correlations between different sessions with the same subject and between subjects were very low. In other words, a word that was reacted to fast in one session could have a slow reaction in another ses- sion or individual. This points to variation that is inherent in the lexicon and that results from contact interaction and reorganization of elements in networks. Elman (1995) phrases this as follows: “We might choose to think of the internal state that the network is in when it processes a word as representing that word (in context), but it is more accurate to think of that state as the result of processing the word rather than as a repre- sentation of the word itself.”
Additional evidence for the changeability of words and their meanings comes from a ERP study by Nieuwland & Van Berkum (2006) who compared ERP data for sen- tences like “The peanut was in love” versus “The peanut was salted”. This type of anomaly typically leads to N400 reactions. Then they presented the subjects with a story about a peanut that falls in love. After listening to these stories, the N400 effects disappeared, which shows that through discourse information the basic semantic as- pects of words can be changed.
Towards a new model of language processing
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As may be clear from the argumentation so far, we may have to review some of the basic assumptions of the information processing approach in which our current models of multilingual processing are based. In the previous section we have listed the main characteristics and the problems related to them. From this it follows that we need to develop models that take into account the dynamic perspective in which time and change are the core issues.
As a conclusion, some of the characteristics of dynamically based models are listed here:
• Models should include time as a core characteristic: language use takes place on different but interacting time scales
• Models should allow for representations that are not invariant but variant and ep- isodic
• Models should allow for feedback and feedforward information rather than a strict incremental process
• Models should recognize that language use is distributed, situated and embodied;
therefore linguistic elements should not be studied in isolation but in interaction with the larger units they are part of
• Models should recognize that interaction rather than monologue is the focus of research
• The relevance and validity of experimental techniques that assume static repre- sentations on various levels needs to be reassessed
Accepting that time and change are the core issues in human cognition implies that new models are needed, but as Spivey (2007) readily admits, it is difficult to leave established notions and assumptions behind while there is as yet no real alternative. It is our conviction that we will move on to more dynamic models in the years to come but how that will happen is unclear. Model development in itself is a dynamic process.
Acknowledgements
The author is indebted to Ludmila Isurin, Marjolijn Verspoor and Szilvia Bátyi for their comments on an earlier version of this contribution.
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RECURSION IN LANGUAGE, THEORY-OF-MIND INFERENCE, AND ARITHMETIC: APHASIA AND ALZHEIMER’S DISEASE
1ZOLTÁN BÁNRÉTI –ÉVA MÉSZÁROS –ILDIKÓ HOFFMANN –ZITA ŐRLEY
1. The issue
Some researchers claim that the human faculty of recursion is revealed by syntactic- structural embedding (Hauser–Chomsky–Fitch 2002), while some others claim it is due to recursive theory-of-mind inferences/embeddings or to pragmatic abilities (Siegal–Varley 2006, Evans–Levinson 2009, Everett 2009). Whereas the source of structural embeddings that show syntactic recursion are the syntactic rules of language (e.g. Peter asked Mary to watch the film that Helen said John liked the best’; ‘In the moment of hearing of the critical reactions to the reception of the sequel to the per- formance of the artist…), the same rules may merely encode or transmit people’s awareness of other people’s mental states, i.e. theory of mind inferences (e.g. Peter believes that Mary believes that Helen can put herself in Brian’s shoes’.). Siegal and Varley (2006) argue, on the basis of experiments involving aphasic speakers, that theory of mind abilities may remain unimpaired even in cases of limited language faculties, that is, they are not grammar-dependent. Theory of mind type reasoning can be recursive (cf. Takano -Arita 2010). If we assume that individuals with a theory of mind also consider others and themselves to have a theory of mind, then there should be a recursive structure here. Hungarian speaking aphasic subjects were able to pro- duce this type of recursive structure that is deeply linked to social intelli- gence/cognition.
We focused on empirical investigations involving linguistic tests administered to subjects with agrammatic and Wernicke’s aphasia. The test sessions involved 5 apha- sics, 3 Broca’s, 2 Wernicke’s aphasics as well as 21 healthy control subjects. All aphasic participants had a left unilateral brain lesion. Aphasic subjects were assigned to aphasia types on the basis of CT and Western Aphasia Battery (WAB) tests (Ker- tesz 1982). Three subjects were diagnosed as Broca’s aphasic and two subjects were diagnosed as Wernicke’s aphasic subjects. The most important results of the linguistic tests can be summarised as follows.
2. The tests
Photographs representing situations of everyday life were presented to subjects and questions were asked about them. We used 208 photographs (Stark 1998) for each test, administered in three sessions. Within the same session, no picture was involved in more than a single question type.
1 This research has been supported by the National Scientific Research Fund (OTKA), project:
NK 72461.
21 The types of questions involved were as follows:
Type 1: What is X doing in the picture? The question does not require that any of its own constituents should be involved in the structure of the answer.
Type 2: What does X hate / like / want /… every afternoon / in her office etc.? The answer should be structurally linked to the question and involve:
(i) a subordinate clause in direct object role, introduced by a recursive operation and signaled by a subordinating conjunction, or
(ii) the verb of the question and its infinitival direct object, or (iii) a definite noun phrase in the accusative.
Type 3: What can be the most entertaining/unpleasant/urgent thing for X to do?
The answer should be structurally linked to the question and involve:
(i) a subordinate clause in subject role, introduced by a recursive operation and signaled by a subordinating conjunction, or
(ii) a bare infinitive subject, or
(iii) a definite noun phrase in the nominative.
Type 4: What can X say / think / remind Y of / ask Y to do etc.? The structurally linked answer must be a clause embedded under an introductory formula, introduced by a recursive operation and signaled by a subordinating conjunction.
Type 1 questions did not restrict the structure of the answer in any way. Type 2 and Type 3 questions allowed for recursive and non-recursive answers alike. Finally, Type 4 questions could only be answered in a structurally linked way by using an embedded clause, introduced recursively.
3. Results
Answers given by the five aphasic subjects and the control subjects have been classi- fied in terms of whether
(i) they were structurally linked to the questions and were or were not grammati- cal; or
(ii) they were not structurally linked to the questions and were or were not gram- matical.
Table 1 shows the ratio of structurally linked answers to all answers, given within the brackets; the percentage of grammatical answers is given outside the brackets.
Wernicke’s aphasics 2 Broca’s aphasics 3 Normal control 21 Type 1 question
Number of answers:
(68.8) 50.8 107
(56.3) 45.6 257
(100.0) 100.0 1117 Type 2 question
Number of answers:
(46.0) 40.3 111
(37.1) 31.6 246
(100) 99.1 1115 Type 3 question
Number of answers:
(60.4) 34.3 120
(30.8) 22.8 240
(100) 98.5 1139
22 Type 4 question
Number of answers:
(66.7) 61.1 76
(60.3) 45.6 218
(100.0) 100.0 982 Table 1. Percentage of structurally linked answers (outside the brackets: that of grammatical an-
swers) with respect to the total number of answers by subjects and normal control
According to Table 1 the number of structurally linked and grammatical answers de- creased from Type 1 (What is X doing?) to Types 2 and Types 3 (What does X want?
and What is the most entertaining for X?, respectively). With respect to Type 4 ques- tions (What does X say / think / remind Y of / ask Y to do?), requiring a recursively embedded clause as an answer, the performance of the subjects actually turned out to be better than with Type 1 questions (What is X doing?); or it was almost as good.
4. Type 4 questions
With respect to Type 4 questions, Wernicke’s aphasics produced some conjunction- initial clauses and some clauses involving the subjunctive (i.e. the mood directly indi- cating subordination).
Broca’s aphasics gave few answers beginning with a subordinating conjunction.
One of them did produce some answers involving the subjunctive. However, the ma- jority of structurally linked and grammatical answers produced by Broca’s aphasics, as well as the rest of the answers given by Wernicke’s aphasics, were statements that assumed the point of view of one of the characters seen in the picture, rather than be- ing purely descriptive. The subjects answered the question as if they were in the “men- tal state” of the characters. These answers are referred to as “situational statements”
with ‘theory of mind’ type reasoning. In them, the verb was inflected in the first, rather than the third, person singular (or second person singular, with reference to the partner in the situation shown in the picture); their meanings differed sharply from descriptive statements, as they directly represented the thought or statement of the characters they
“cited”; most of them did not involve a subordinating conjunction. These answers are supposed to involve syntactic structural recursion but they contain simple statements instead, with ‘theory of mind’ type reasoning. An example of a situational statement:
The picture: A girl is showing her scar to a boy.
Question: Vajon mire gondol a fiú? ‘What may the boy be thinking of?’
S.T.’s answer: Mindjárt rosszul leszek! ‘I’m going to be sick.’
Possible recursive construction: (Ő) arra gondol, hogy mindjárt rosszul lesz. ‘He thinks he is going to be sick.’
In the sense of Takano and Arita (2010), ‘theory of mind’ type reasoning is recursive.
The subjects, in addition to seeing themselves as able to infer other people’s mental states, considered other persons (e.g. ones seen in pictures) to be able to infer further (third) persons’ mental states, thus exhibiting recursive constructions.
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Table 2 shows that the share of situational statements increased in Broca’s answers to Type 4 questions:
Wernicke’s aphasics (answers :76)
Broca’s aphasics (answers: 218)
Normal control (answers: 982) Situational statement (43.3) 43.3 (74.0) 60.3 (31.0) 31.0 Sentence with subjunctive
mood (14.2) 14.2 (10.0) 10.0 –
Subordinating conjunction
+ situational statement (12.5) 12.5 (14.5) 8.7 (24.0) 24.0 Subordinating conjunction
+ descriptive clause (30.0) 30.0 (1.4) 1.4 (45.0) 45.0
Table 2. With type 4 questions percentage of all structurally linked answers (outside the brackets:
that of grammatical answers) in the grammatical categories, in aphasia types and in normal controls According to Table 2 the majority of the grammatical answers produced by Broca’s aphasic patients were situational statements containing ‘theory of mind’ type reason- ing. The low percentage of subordinating conjunctions in Boca’s aphasics’ answers shows that syntactic structural recursion is impaired. This is also suggested by the fact that 74.0% of Broca’s aphasics’ answers to Type 4 questions were simple situational statements without subordinating conjunctions. On the other hand, 43.3% of the grammatical answers given by Wernicke’s aphasics were also situational statements without subordinating conjunctions, but 30.0% of the answers by Wernicke’s aphasics were descriptive sentences beginning with a subordinating conjunction. Syntactic structural recursion was less impaired in Wernicke’s aphasia.
5. Discussion
Agrammatic (Broca’s) aphasics avoided giving answers based on syntactic-structural recursion; their access to syntactic recursion was found to be severely limited. On the other hand, their performance in recursive theory-of-mind inferences (expressed in simple situative sentences) remained intact. The dissociation of syntactic-structural recursion and theory-of-mind inferences can be observed in Wernicke’s aphasia to a lesser degree; this is in harmony with earlier observations that associate limited syn- tactic abilities primarily with Broca’s aphasia and consider grammatical errors com- mitted by Wernicke’s aphasics as consequences of the impairment of their lexical processes. Agrammatic Broca’s aphasics may use recursive theory-of-mind inferences (and situative sentences carrying them) in their responses as a repair/compensatory strategy in order to avoid syntactic-structural recursion.
This result was corroborated by a case study investigating linguistic aspects of the process of recovery of one of the Broca’s aphasic subjects. During his recovery, the
24
patient gradually came to apply the fundamental grammatical principle of agreement.
Recursive syntactic structures began to occur in the subject’s responses and, at the same time, the ratio of situative sentences expressing theory-of-mind inferences dropped; the latter type of responses completely disappeared by the end of the recov- ery process.
The use of simple situative statements could also be observed in the case of control subjects, but only in 31% of their responses. All other replies they gave involved clausal embedding signaled by a subordinating conjunction. Therefore, structural and theory of mind recursion represent two alternative strategies from which members of the control group were able to choose at will, whereas the aphasics were forced to choose the use of situative statements.
Why were ‘situational statements’ overused in the responses for Type 4 questions?
For two reasons: on the one hand, the content of Type 4 questions requires conclusions to be drawn from the pictures; on the other hand, subjects tried to avoid syntactic- structural recursion and produced simple sentences instead, expressing theory-of-mind reasoning. Subjects were able to project themselves into the state of mind of the char- acter in the picture. This process has to be able to use linguistic devices to integrate and control perspective shifts (MacWhinney 2009). The content of situational state- ments showed that Broca’s aphasic subjects correctly identified themselves with the mental states of the characters in the pictures. In this way complex syntactic structural recursion was avoided.
The share of situational statements increased in Broca’s aphasics’ answers to Type 4 questions. How did aphasic subjects “know” when to substitute a purely de- scriptive perspective for a non-descriptive perspective? On the one hand, a subset of linguistic devices indicating a non-descriptive perspective was available for them to control perspective shift, cf. theory-of -mind statements contain the first person singu- lar feature (instead of the third person), their syntactic structure was very simple, sometimes fragmented correctly, their semantic content referred to simple feelings, emotions. On the other hand, syntactic structural recursion requires complex introduc- tory formulas, subordinating conjunctions, agreement relations between main and embedded clauses, and two propositions to control a descriptive perspective. This complex linguistic subsystem was partially available or was not available at all for aphasics. Syntactic structural recursion was substituted for theory of mind recursion on the basis that the linguistic system and the social cognition system interact with one common recursion module. In agrammatic aphasia syntactic representations are dis- connected from the recursion module but theory-of-mind type reasoning can access the recursion module.
6. AD subjects
The validity of the above observation can be supported by cases exhibiting the con- verse dissociation, if we can find such. The same tests were conducted with the partic- ipation of Hungarian speaking subjects with Alzheimer’s disease. The subjects were classified on the basis of Mini-mental state examination (Folstein, M. F. – Folstein, S.
E. – McHugh 1975, Tariska et al. 1990), ADAS-Cog (Rosen et al. 1984) and DSM-IV
25
(American Psychiatric Association 2000). In persons with Hungarian speaking Alz- heimer’s disease (AD), as opposed to the case of aphasics, the language faculty be- comes limited gradually as the disease progresses. We tried to find out to what extent structural embedding linguistic operations vs. recursive theory-of-mind inferences were involved in their case. Therefore, we administered the above pictures and ques- tions (‘What might X in the picture be thinking of?’; ‘What might Y in the picture be asking Z to do?’) to four persons with mild and two with moderate AD.
In the responses of subjects with mildAD, there was no significant difference be- tween them and normal controls in the proportion of replies involving syntactic- structural recursion vs. situative responses. We can infer that in mild AD, both struc- tural and theory-of-mind recursion are unaffected.
In the case of moderate AD, we found a significant difference in the proportion of responses involving syntactic-structural recursion and simple situative responses re- quiring recursive theory of mind inference: the ratio of situative sentences was signifi- cantly lower than in normal control subjects. On the other hand, in the responses of persons with moderate AD, the share of sentences involving syntactic-structural recur- sion (embedding involving hogy ‘that’ clauses) was not lower than in normal control responses. Additionally, we also received semantically irrelevant descriptive state- ments referring to some aspect of the picture. That is, while syntactic-structural recur- sion may remain unaffected in moderate AD, theory-of-mind inferences seem to be impaired to some extent.
Subjects Relevant responses Irrelevant responses
Mild AD 86.2 13.8
Moderate AD 62.1 37.9
Table 3. AD subjects responses for question Type 4
Mild AD (160) Moderate AD (82) Normal (982)
Simple, descriptive clause 13.0 3.8 20.5 13.5 –
Situative statement 22.0 1.9 2.4 2.4 31.0
Simple clause with subjunctive 3.0 17.0 1.3 –
Conjunction + situative statement 7.0 2.4. 1.2. 24.0
Conjunction + descriptive clause 55.0 8.1 (58.5) 54.8 19.5 45.0 Table 4. Irrelevant content in responses from the point of view of the question and/or the picture In order to support this with additional evidence, we administered a primary (6- sentence-long) and a secondary (8-sentence-long) false belief test to our two moderate
26
AD subjects (following Youmans–Bourgeois 2010). In the primary false belief test, the subjects gave correct answers to all questions. However, the secondary false belief test proved to be more difficult for the moderate AD subjects. Although the situation was facilitated with respect to memory (they could use a test sheet), both persons gave the wrong answers. Results of the secondary false belief test support the limitation of theory-of-mind inference abilities for both moderate AD patients.
In sum: in the mild and moderate stages of Alzheimer’s disease, recursive clausal embedding abilities remain unaffected, but recursive theory-of-mind inferences be- come limited by the medium stage of the disease. Moderate AD subjects tend to avoid utterances in first person singular that assume the state of mind of another person, i.e.
the use of situative sentences. Clausal embeddings (descriptive sentences involving the conjunction hogy ‘that’) suggest, on the other hand, that they are still able to attribute intention indirectly, in a third person singular format. What is missing is the projection of themselves into the state of mind of another person. This is also supported by the results of the secondary false belief test.
Unlimited syntactic-structural recursion and limited theory-of-mind inferences in Alzheimer’s disease as opposed to limited syntactic-structural recursion and unim- paired theory-of-mind inferences in Broca’s aphasia: this is a pattern of double disso- ciation. This finding supports theories (e.g. Siegal–Varley 2006, Zimmerer–Varley 2010) that argue for the mutual independence of these two types of recursion in adults.
7. Arithmetic
With respect to recursion in arithmetical calculations, we found another case of double dissociation. Following Varley et al. (2005), we gave seven different tasks to agram- matic aphasics and persons with moderate AD. With the latter, we found limitation in the recursion of arithmetical operations.
This limitation did not concern the four fundamental operations with one-digit numbers but showed a steep decline in those with two-digit ones. The manipulation of three-digit numbers was unsuccessful in all cases. Our AD subjects did have an idea of numbers, and they were able to transpose numbers from verbal to visual representa- tion, but the idea of the infinity of numbers and any operations based on it were not accessible; neither were the rules of operations involving fractions. Recursive calcula- tions (e.g. arithmetical tasks involving parentheses) were understood without impair- ment, they were able to make differences in the hierarchical order of operations (addi- tion vs. multiplication), but they were unable to produce a recursive structure without help (e.g. inserting parentheses into calculation tasks and figuring out the result).
Subjects
Basic operations Generating sequences of
figures
Bracketing
+ – x : Generate
bracketings
Claculating brackletings
Moderate AD 50 42 0 50 90 95 100
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Broca’s aphasic 1. 0 0 0 11 0 25 100
Broca’s aphasic 2. 0 0 0 0 0 0 16.7
Table 5. Error rates (in percentages)
The Hungarian speaking Broca’s aphasics did not exhibit any limitation in arithmetical operations, they calculated correctly, they were able to produce potentially infinite sequences of numbers, applied recursive arithmetical operations correctly, inserted parentheses in various combinations, even double ones. They did all that using numer- ical symbols and operation signs; that is to say, they were not necessarily able to ver- balise their otherwise correct operations.
8. Summary
In the case of Hungarian speaking patients with moderate AD, syntactic recursion involving embedding is relatively unimpaired, as opposed to their limited ability to tackle theory-of-mind and arithmetical recursion. Conversely, we found limited syn- tactic recursion but normal theory-of-mind inferences and recursive arithmetical oper- ations in Hungarian speaking agrammatic aphasics.
9. Conclusion
The production differences observed in the tests are explained by the fact that we do not seem to have to do with a single recursive operation whose application may be impaired or remain intact at various levels; rather, we encounter separate recursive operations bound to individual linguistic and non-linguistic subsystems that may be selectively impaired. We have seen that these operations are not independent of one another: the impairment of one may trigger the use of another one as a substitution mechanism or repair strategy. With respect to the relations recursive sentence structure – recursive theory-of-mind inferences, we have found that in cases of a deficit of oper- ations of the left-hand constructions, recursive operations of the right-hand construc- tions can be used as parts of a repair strategy.
Recursive operations manifested in theory-of-mind inferences may also be dissoci- ated from syntactic recursion. The use of erroneous or impaired theory-of-mind abili- ties is highly probable to determine person, number, and tense features of a clause, but does not necessarily prescribe that the clause has to be a recursively embedded one.
The impaired theory-of-mind inferences were not repaired by syntactic structural re- cursion in the responses by our subjects.
The accessibility of recursive operations is limited in Alzheimer’s disease for the- ory-of-mind and calculation but unlimited with respect to linguistic representations;
whereas in agrammatic aphasia, linguistic representations may be disconnected from the recursion module, theory-of-mind and calculation systems are able to access it (cf. Zimmerer–Varley 2010). These dissociations argue for a theoretical model that
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posits a module of recursive operations in the human mind that is shared by linguistic, theory-of-mind, and arithmetical performance. This common recursion module is ac- cessible to a limited extent for the theory-of-mind and arithmetical subsystems while it is fully accessible for representations of linguistic constructions in Alzheimer’s dis- ease, whereas in agrammatic aphasia, the representations of linguistic constructions may be detached from the recursion module while theory-of-mind and arithmetical systems may access it at will.
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SZÓELŐHÍVÁS VIZSGÁLATA ALZHEIMER-KÓRBAN ÉS ANÓMIKUS AFÁZIÁBAN SZENVEDŐ BETEGEKNÉL
HEGYI ÁGNES
1. Bevezetés
A demencia az emlékezőképesség és vele együtt a viselkedési és gondolkodási folya- matok progresszív sérülésére utal, melyet megfigyelhetünk agyi degeneratív megbete- gedésekben, néhány metabolikus megbetegedésben és vaszkuláris történések követ- kezményeként. Jelen tanulmányunkban az agy degeneratív megbetegedésében szenve- dő Alzheimer-kóros beteg (AD) és az agyi érkatasztrófa eredményezte anómikus afá- ziás (AA) beteg szóelőhívását vizsgáljuk, olyan képmegnevezési feladatokban, ame- lyeknek összeállítását azok a tanulmányok sugallták, amelyek a kategóriaspecificitás komputációs modellálásában, a szemantikai reprezentáció struktúrájának magyaráza- tában figyelemre méltóak.
Hipotézisünket és vizsgálatunk célját, módszertani alapját a kategóriaspecificitás sé- rülési modelljei ismeretében fogalmazzuk meg (Farrah–McClelland 1991, Devlin et al.
1988, Rogers et al. 1999). Az 1980-as évek közepétől, azokról a betegekről szóló je- lentések, akiknek specifikus kategóriákban szelektív diszfunkcióik vannak, megkülön- böztetett nehézséget mutatnak az élő és nem élő szavak elérésében.
Az élő és nem élő dolgok perceptuális és funkcionális ismeretekben sérültek, ame- lyek az agy különböző területein raktározódnak (Warrington–McCarthy 1983, Warrington–Shallice 1984).
A vizsgálat célja, hogy megtaláljuk azokat a tüneteket, amelyek megbízhatóan in- formatívak abban, hogy a szóelőhívó feladatokban megmutatkozó sikertelenséget (a) a szemantikai reprezentációból elveszett szerkezeti információk okozzák (raktározási deficit), (b) vagy valamely kognitív képesség zavara akadályozza a szó elérését (hoz- záférési deficit).
2. Anyag és módszer, kísérleti személyek
A szóelőhívás vizsgálatában tárgyképeket használtunk, (i) elfogadva azt a nézetet, hogy ugyanazt az ismeretet elérhetjük különböző modalitásokon keresztül; (ii) egy kép prezentálása után a perceptuális ismereten kívül más információt (funkcioná- lis/asszociatív) is aktiválhatunk még akkor is, ha a tárgy eredményes megnevezése nem történik meg; (iii) hogy ennek implicit jelenlétét igazoljuk és explicitté tegyük két nagy feladatrendszert alkottunk: egyik a szóelőhívás feladatrendszere (továbbiakban SZE feladatrendszer), másik a mentális lexikon aktiválás feladatrendszere (továbbiak- ban MLA).
SZE feladatrendszer három mappába rendezve 3x60 darab vonalkontúros, fehér alapon fekete tollal rajzolt képet tartalmazott. (Az inger minőséget 5-6 éves fiúgyer- mekkel és afáziából felépült 81 éves nővel teszteltük, néhány módosítást tettünk is-
