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Pankratz E, Kirby S, Culbertson J. Evaluating the Relative Importance of Wordhood Cues Using Statistical Learning. Cogn Sci 2024; 48:e13429. [PMID: 38497523 DOI: 10.1111/cogs.13429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 01/22/2024] [Accepted: 02/27/2024] [Indexed: 03/19/2024]
Abstract
Identifying wordlike units in language is typically done by applying a battery of criteria, though how to weight these criteria with respect to one another is currently unknown. We address this question by investigating whether certain criteria are also used as cues for learning an artificial language-if they are, then perhaps they can be relied on more as trustworthy top-down diagnostics. The two criteria for grammatical wordhood that we consider are a unit's free mobility and its internal immutability. These criteria also map to two cognitive mechanisms that could underlie successful statistical learning: learners might orient themselves around the low transitional probabilities at unit boundaries, or they might seek chunks with high internal transitional probabilities. We find that each criterion has its own facilitatory effect, and learning is best where they both align. This supports the battery-of-criteria approach to diagnosing wordhood, and also suggests that the mechanism behind statistical learning may not be a question of either/or; perhaps the two mechanisms do not compete, but mutually reinforce one another.
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Affiliation(s)
- Elizabeth Pankratz
- Centre for Language Evolution, Department of Linguistics and English Language, University of Edinburgh
| | - Simon Kirby
- Centre for Language Evolution, Department of Linguistics and English Language, University of Edinburgh
| | - Jennifer Culbertson
- Centre for Language Evolution, Department of Linguistics and English Language, University of Edinburgh
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Palma P, Lee S, Hodgins V, Titone D. From One Bilingual to the Next: An Iterated Learning Study on Language Evolution in Bilingual Societies. Cogn Sci 2023; 47:e13289. [PMID: 37183541 DOI: 10.1111/cogs.13289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Revised: 03/03/2023] [Accepted: 03/28/2023] [Indexed: 05/16/2023]
Abstract
Studies of language evolution in the lab have used the iterated learning paradigm to show how linguistic structure emerges through cultural transmission-repeated cycles of learning and use across generations of speakers . However, agent-based simulations suggest that prior biases crucially impact the outcome of cultural transmission. Here, we explored this notion through an iterated learning study of English-French bilingual adults (mostly sequential bilinguals dominant in English). Each participant learned two unstructured artificial languages in a counterbalanced fashion, one resembling English, another resembling French at the phono-orthographic level. The output of each participant was passed down to the next participant, forming diffusion chains of 10 generations per language. We hypothesized that artificial languages would become easier to learn and exhibit greater structure when they were aligned with participants' bilingual experience (i.e., English languages being easier to learn overall), or as a function of practice (i.e., languages learned second being easier to learn overall). Instead, we found that English-like languages became more structured over generations, but only when they were learned first. In contrast, French-like languages became more structured regardless of the order of learning, suggesting the presence of an asymmetric switch cost during artificial language learning. Moreover, individual differences in language usage modulated the amount of structure produced by the participants. Overall, these data suggest that bilingual experience impacts how novel languages are learned at an individual level, which can then scale up to cultural transmission of novel language at a group level.
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Affiliation(s)
- Pauline Palma
- Department of Psychology, McGill University
- Centre for Research on Brain, Language, and Music, McGill University
| | - Sarah Lee
- Department of Psychology, McGill University
- Centre for Research on Brain, Language, and Music, McGill University
| | - Vegas Hodgins
- Department of Psychology, McGill University
- Centre for Research on Brain, Language, and Music, McGill University
| | - Debra Titone
- Department of Psychology, McGill University
- Centre for Research on Brain, Language, and Music, McGill University
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Gruber T, Chimento M, Aplin LM, Biro D. Efficiency fosters cumulative culture across species. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200308. [PMID: 34894729 PMCID: PMC8666915 DOI: 10.1098/rstb.2020.0308] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 09/17/2021] [Indexed: 02/06/2023] Open
Abstract
Recent studies in several taxa have demonstrated that animal culture can evolve to become more efficient in various contexts ranging from tool use to route learning and migration. Under recent definitions, such increases in efficiency might satisfy the core criteria of cumulative cultural evolution (CCE). However, there is not yet a satisfying consensus on the precise definition of efficiency, CCE or the link between efficiency and more complex, extended forms of CCE considered uniquely human. To bring clarity to this wider discussion of CCE, we develop the concept of efficiency by (i) reviewing recent potential evidence for CCE in animals, and (ii) clarifying a useful definition of efficiency by synthesizing perspectives found within the literature, including animal studies and the wider iterated learning literature. Finally, (iii) we discuss what factors might impinge on the informational bottleneck of social transmission, and argue that this provides pressure for learnable behaviours across species. We conclude that framing CCE in terms of efficiency casts complexity in a new light, as learnable behaviours are a requirement for the evolution of complexity. Understanding how efficiency greases the ratchet of cumulative culture provides a better appreciation of how similar cultural evolution can be between taxonomically diverse species-a case for continuity across the animal kingdom. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.
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Affiliation(s)
- T. Gruber
- Faculty of Psychology and Educational Sciences and Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
| | - M. Chimento
- Cognitive and Cultural Ecology Research Group, Max Planck Institute of Animal Behavior, Radolfzell, Germany
- Centre for the Advanced Study of Collective Behaviour, University of Konstanz, Konstanz, Germany
- Department of Biology, University of Konstanz, Konstanz, Germany
| | - L. M. Aplin
- Cognitive and Cultural Ecology Research Group, Max Planck Institute of Animal Behavior, Radolfzell, Germany
- Centre for the Advanced Study of Collective Behaviour, University of Konstanz, Konstanz, Germany
| | - D. Biro
- Department of Zoology, University of Oxford, Oxford, UK
- Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY, USA
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Brand CO, Mesoudi A, Smaldino PE. Analogy as a Catalyst for Cumulative Cultural Evolution. Trends Cogn Sci 2021; 25:450-461. [PMID: 33771450 DOI: 10.1016/j.tics.2021.03.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2020] [Revised: 02/19/2021] [Accepted: 03/01/2021] [Indexed: 11/30/2022]
Abstract
Analogies, broadly defined, map novel concepts onto familiar concepts, making them essential for perception, reasoning, and communication. We argue that analogy-building served a critical role in the evolution of cumulative culture by allowing humans to learn and transmit complex behavioural sequences that would otherwise be too cognitively demanding or opaque to acquire. The emergence of a protolanguage consisting of simple labels would have provided early humans with the cognitive tools to build explicit analogies and to communicate them to others. This focus on analogy-building can shed new light on the coevolution of cognition and culture and addresses recent calls for better integration of the field of cultural evolution with cognitive science.
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Affiliation(s)
- C O Brand
- Human Behaviour and Cultural Evolution Group, College of Life and Environmental Sciences, University of Exeter, Penryn, UK.
| | - A Mesoudi
- Human Behaviour and Cultural Evolution Group, College of Life and Environmental Sciences, University of Exeter, Penryn, UK
| | - P E Smaldino
- Department of Cognitive and Information Sciences, University of California, Merced, CA, USA
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Beller S, Bender A, Jordan F. Editors' Review and Introduction: The Cultural Evolution of Cognition. Top Cogn Sci 2020; 12:644-653. [PMID: 32248636 DOI: 10.1111/tops.12498] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 11/24/2019] [Indexed: 02/06/2023]
Abstract
This topic addresses a question of key interest to cognitive science, namely which factors may have triggered, constrained, or shaped the course of cognitive evolution. It highlights the relevance of culture as a driving force in this process, with a special focus on social learning and language, conceptual tools, and material culture. In so doing, the topic combines two goals: to provide an overview of current empirical and theoretical work leading this field, tailored for a wider cognitive science audience, and to investigate the potential for integrating multiple perspectives across several timescales and levels of analysis, from the microlevel of individual behavior to the macrolevel of cultural change and language diversification. One key purpose is to assess the extent to which the different research approaches can cross-fertilize each other, thereby also contributing to the advancement of cognitive science more broadly.
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Affiliation(s)
- Sieghard Beller
- Department of Psychosocial Science, University of Bergen.,SFF Centre for Early Sapiens Behaviour (SapienCE), University of Bergen
| | - Andrea Bender
- Department of Psychosocial Science, University of Bergen.,SFF Centre for Early Sapiens Behaviour (SapienCE), University of Bergen
| | - Fiona Jordan
- Department of Archaeology and Anthropology, University of Bristol
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Jost E, Brill-Schuetz K, Morgan-Short K, Christiansen MH. Input Complexity Affects Long-Term Retention of Statistically Learned Regularities in an Artificial Language Learning Task. Front Hum Neurosci 2019; 13:358. [PMID: 31680911 PMCID: PMC6803473 DOI: 10.3389/fnhum.2019.00358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Accepted: 09/26/2019] [Indexed: 12/03/2022] Open
Abstract
Statistical learning (SL) involving sensitivity to distributional regularities in the environment has been suggested to be an important factor in many aspects of cognition, including language. However, the degree to which statistically-learned information is retained over time is not well understood. To establish whether or not learners are able to preserve such regularities over time, we examined performance on an artificial second language learning task both immediately after training and also at a follow-up session 2 weeks later. Participants were exposed to an artificial language (Brocanto2), half of them receiving simplified training items in which only 20% of sequences contained complex structures, whereas the other half were exposed to a training set in which 80% of the items were composed of complex sequences. Overall, participants showed signs of learning at the first session and retention at the second, but the degree of learning was affected by the nature of the training they received. Participants exposed to the simplified input outperformed those in the more complex training condition. A GLMM was used to model the relationship between stimulus properties and participants' endorsement strategies across both sessions. The results indicate that participants in the complex training condition relied more on an item's chunk strength than those in the simple training condition. Taken together, this set of findings shows that statistically learned regularities are retained over the course of 2 weeks. The results also demonstrate that training on input featuring simple items leads to improved learning and retention of grammatical regularities.
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Affiliation(s)
- Ethan Jost
- Department of Psychology, Cornell University, Ithaca, NY, United States
| | | | - Kara Morgan-Short
- Department of Psychology, University of Illinois at Chicago, Chicago, IL, United States
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Bender A. The Role of Culture and Evolution for Human Cognition. Top Cogn Sci 2019; 12:1403-1420. [DOI: 10.1111/tops.12449] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2019] [Revised: 06/20/2019] [Accepted: 07/16/2019] [Indexed: 01/19/2023]
Affiliation(s)
- Andrea Bender
- Department of Psychosocial Science & SFF Centre for Early Sapiens Behaviour (SapienCE), University of Bergen
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