An investigation of iconic language development in four datasets

Sounds of the future and past

We report evidence of sound symbolism for the abstract concept of time across seven experiments (total N = 825). Participants associated the future and past with distinct phonemes (Experiment 1). In particular, using nearly 8000 pseudowords, we found associations between the future and high front vowels and voiced fricatives/affricatives, and between the past and /θ/ and voiced stops (Experiment 2). This association was present not only among English speakers but also by speakers of a closely related language (German) and those of a more distantly related language (Hungarian; Experiment 3). This time-sound symbolism does not appear to be due to embodied articulation (Experiment 4). In sum, these studies identify a robust time sound symbolism effect, along with tests of underlying mechanisms.

Iconicity as an organizing principle of the lexicon

The view that words are arbitrary is a foundational assumption about language, used to set human languages apart from nonhuman communication. We present here a study of the alignment between the semantic and phonological structure (systematicity) of American Sign Language (ASL), and for comparison, two spoken languages-English and Spanish. Across all three languages, words that are semantically related are more likely to be phonologically related, highlighting systematic alignment between word form and word meaning. Critically, there is a significant effect of iconicity (a perceived physical resemblance between word form and word meaning) on this alignment: words are most likely to be phonologically related when they are semantically related and iconic. This phenomenon is particularly widespread in ASL: half of the signs in the ASL lexicon are iconically related to other signs, i.e., there is a nonarbitrary relationship between form and meaning that is shared across signs. Taken together, the results reveal that iconicity can act as a driving force behind the alignment between the semantic and phonological structure of spoken and signed languages, but languages may differ in the extent that iconicity structures the lexicon. Theories of language must account for iconicity as a possible organizing principle of the lexicon.

Iconicity ratings for 14,000+ English words

Iconic words and signs are characterized by a perceived resemblance between aspects of their form and aspects of their meaning. For example, in English, iconic words include peep and crash, which mimic the sounds they denote, and wiggle and zigzag, which mimic motion. As a semiotic property of words and signs, iconicity has been demonstrated to play a role in word learning, language processing, and language evolution. This paper presents the results of a large-scale norming study for more than 14,000 English words conducted with over 1400 American English speakers. We demonstrate the utility of these ratings by replicating a number of existing findings showing that iconicity ratings are related to age of acquisition, sensory modality, semantic neighborhood density, structural markedness, and playfulness. We discuss possible use cases and limitations of the rating dataset, which is made publicly available.

Touch to learn: Multisensory input supports word learning and processing

Infants experience language in rich multisensory environments. For example, they may first be exposed to the word applesauce while touching, tasting, smelling, and seeing applesauce. In three experiments using different methods we asked whether the number of distinct senses linked with the semantic features of objects would impact word recognition and learning. Specifically, in Experiment 1 we asked whether words linked with more multisensory experiences were learned earlier than words linked fewer multisensory experiences. In Experiment 2, we asked whether 2-year-olds' known words linked with more multisensory experiences were better recognized than those linked with fewer. Finally, in Experiment 3, we taught 2-year-olds labels for novel objects that were linked with either just visual or visual and tactile experiences and asked whether this impacted their ability to learn the new label-to-object mappings. Results converge to support an account in which richer multisensory experiences better support word learning. We discuss two pathways through which rich multisensory experiences might support word learning.

Subjective age of acquisition norms for 1604 English words by Spanish L2 speakers of English and their relationship with lexico-semantic, affective, sociolinguistic and proficiency variables

Psycholinguistic studies have shown that there are many variables implicated in language comprehension and production. At the lexical level, subjective age of acquisition (AoA), the estimate of the age at which a word is acquired, is key for stimuli selection in psycholinguistic studies. AoA databases in English are often used when testing a variety of phenomena in second language (L2) speakers of English. However, these have limitations, as the norms are not provided by the target population (L2 speakers of English) but by native English speakers. In this study, we asked native Spanish L2 speakers of English to provide subjective AoA ratings for 1604 English words, and investigated whether factors related to 14 lexico-semantic and affective variables, both in Spanish and English, and to the speakers' profile (i.e., sociolinguistic variables and L2 proficiency), were related to the L2 AoA ratings. We used boosted regression trees, an advanced form of regression analysis based on machine learning and boosting algorithms, to analyse the data. Our results showed that the model accounted for a relevant proportion of deviance (58.56%), with the English AoA provided by native English speakers being the strongest predictor for L2 AoA. Additionally, L2 AoA correlated with L2 reaction times. Our database is a useful tool for the research community running psycholinguistic studies in L2 speakers of English. It adds knowledge about which factors-linked to the characteristics of both the linguistic stimuli and the speakers-affect L2 subjective AoA. The database and the data can be downloaded from: https://osf.io/gr8xd/?view_only=73b01dccbedb4d7897c8d104d3d68c46 .

The maluma/takete effect is late: No longitudinal evidence for shape sound symbolism in the first year

The maluma/takete effect refers to an association between certain language sounds (e.g., /m/ and /o/) and round shapes, and other language sounds (e.g., /t/ and /i/) and spiky shapes. This is an example of sound symbolism and stands in opposition to arbitrariness of language. It is still unknown when sensitivity to sound symbolism emerges. In the present series of studies, we first confirmed that the classic maluma/takete effect would be observed in adults using our novel 3-D object stimuli (Experiments 1a and 1b). We then conducted the first longitudinal test of the maluma/takete effect, testing infants at 4-, 8- and 12-months of age (Experiment 2). Sensitivity to sound symbolism was measured with a looking time preference task, in which infants were shown images of a round and a spiky 3-D object while hearing either a round- or spiky-sounding nonword. We did not detect a significant difference in looking time based on nonword type. We also collected a series of individual difference measures including measures of vocabulary, movement ability and babbling. Analyses of these measures revealed that 12-month olds who babbled more showed a greater sensitivity to sound symbolism. Finally, in Experiment 3, we had parents take home round or spiky 3-D printed objects, to present to 7- to 8-month-old infants paired with either congruent or incongruent nonwords. This language experience had no effect on subsequent measures of sound symbolism sensitivity. Taken together these studies demonstrate that sound symbolism is elusive in the first year, and shed light on the mechanisms that may contribute to its eventual emergence.

Effects of Iconicity in Recognition Memory

Iconicity refers to a resemblance between word form and meaning. Previous work has shown that iconic words are learned earlier and processed faster. Here, we examined whether iconic words are recognized better on a recognition memory task. We also manipulated the level at which items were encoded-with a focus on either their meaning or their form-in order to gain insight into the mechanism by which iconicity would affect memory. In comparison with non-iconic words, iconic words were associated with a higher false alarm rate, a lower d' score, and a lower response criterion in Experiment 1. We did not observe any interaction between iconicity and encoding condition. To test the generalizability of these findings, we examined effects of iconicity in a recognition memory megastudy across 3880 items. After controlling for a variety of lexical and semantic variables, iconicity was predictive of more hits and false alarms, and a lower response criterion in this dataset. In Experiment 2, we examined whether these effects were due to increased feelings of familiarity for iconic items by including a familiar versus recollect decision. This experiment replicated the overall results of Experiment 1 and found that participants were more likely to categorize words that they had seen before as familiar (vs. recollected) if they were iconic. Together, these results demonstrate that iconicity has an effect on memory. We discuss implications for theories of iconicity.

Random forests, sound symbolism and Pokémon evolution

This study constructs machine learning algorithms that are trained to classify samples using sound symbolism, and then it reports on an experiment designed to measure their understanding against human participants. Random forests are trained using the names of Pokémon, which are fictional video game characters, and their evolutionary status. Pokémon undergo evolution when certain in-game conditions are met. Evolution changes the appearance, abilities, and names of Pokémon. In the first experiment, we train three random forests using the sounds that make up the names of Japanese, Chinese, and Korean Pokémon to classify Pokémon into pre-evolution and post-evolution categories. We then train a fourth random forest using the results of an elicitation experiment whereby Japanese participants named previously unseen Pokémon. In Experiment 2, we reproduce those random forests with name length as a feature and compare the performance of the random forests against humans in a classification experiment whereby Japanese participants classified the names elicited in Experiment 1 into pre-and post-evolution categories. Experiment 2 reveals an issue pertaining to overfitting in Experiment 1 which we resolve using a novel cross-validation method. The results show that the random forests are efficient learners of systematic sound-meaning correspondence patterns and can classify samples with greater accuracy than the human participants.

Infants' Use of Iconicity in the Early Periods of Sign/Spoken Word-Learning

The aim of this research was to analyze the use of iconicity during language acquisition of Israeli Sign language and spoken Hebrew. Two bilingual-bimodal infants were observed in a longitudinal study between the ages of 10-26 months. I analyzed infants' production of iconic words, signs, and gestures. The results showed that infants' use of vocal iconicity reached its peak between the ages of 16-20 months. The proportion of imagic iconic signs in the infants' lexicon was also high during that period. In contrast, the infants' use of iconic gestures gradually increased during the study period, as well as their co-production with lexical items. The results suggest that infants' use of lexical and gestural iconicity scaffold the learning of novel labels and fill the gap in their expressive repertoire. It was concluded that teachers/therapists should use iconicity and encourage their students to use it in pedagogical settings.