Transcript Marco Fenici - Christ's College Cambridge Embodied Language II

Marco Fenici
Rühr Universität Bochum
Embodied Language
New College, Oxford, September 28th, 2011
Embodied
Cognition
Language
Theory
of Mind
False Belief Test
(Baron-Cohen, Leslie, & Frith, 1985)
Embodiment &
late Social Understanding

Embodied Mind
 Relevance of affective and effective systems
 Modal input

ToM module (Baron-Cohen, 1994)
 “Central” cognition
 Amodal input
Study
Age
(mos)
Method
Test
Onishi & Baillargeon
(2005)
15
VoE
LC
Visual
Surian, Sperber, &
Caldi (2007)
13
VoE
LC
Visual
Southgate, Senju, &
Csibra (2007)
25
AL
LC
Visual
Buttelmann,
Carpenter, &
Tomasello (2009)
18
AR
LC
Visual
Scott & Baillargeon
(2009)
18
VoE
IC
Visual
Song, Onishi,
Baillargeon,
& Fisher (2008)
18
LC
Communication
Song & Baillargeon
(2008)
15
VoE
IC
Visual/
deduction
Träuble, Marinovic,
& Pauen (2010)
15
VoE
LC
Visual/
Tactile
Knudsen (sub.)
12
AR
IC
Tactile
VoE
Induced
Belief
LC = Location Change IC = Identity Change AR = Active Reaction
VoE = Violation of Expectancy
AL = Anticipatory Looking
Embodiment &
early Social Cognition
Early social cognitive abilities
 Fast developping ToM module
 Specific neural system activated by
 Multimodal input
 amodal input
Embodied
Cognition
Language
Theory
of Mind
1.
“She said she found a monster
under her chair, but [second
picture] it was really the neighbor’s
dog. What did she say?”
2.
“He thought he found his ring, but
[second picture] it was really a
bottle cap. What did he think?”
Test for Complements (de Villiers & Pyers, 2002)
Embodiment & Syntax Acquisition

Embodied Mind
 Relevance of affective and effective systems
 Modal input

de Villiers
 Syntax as an autonomous representational
level
Vygotsky
•
Zone of Proximal Development
• Social Embedding
• Naïve Participation
(Wertsch, 1979)
Evidence
Conversation involving mental
discourse
• Frequency of mental terms
• Psychological discourse (Turnbull, Carpendale, &
Racine, 2008)
Quality of parental conversation
• Elabourative discourse (Ontai & Thompson, 2008)
• Connectedness (Ensor & Hughes, 2008)
Syntax acquisition
• de Villiers & Pyers, 2002; de Villiers, 2005
• Training studies (Hale & Tager-Flusberg, 2003)
• Comparative studies (Schick, de Villiers, de
Villiers, & Hoffmeister, 2007)
Prediction vs. Explanation
• Bartsch & Wellman (1989), Bartsch, Campbell, &
Troseth (2007)
• explanations vs.
predictions
• Training studies
• Vygotskian studies
Future issues
Summary
Embodied
Mind
Enactivism
Situated
Mind
Cognition =
Cognition =
Action +
Perception
Mind +
Environment
Early Social
Cognitive
Abilities
Mature Social
Understanding
Thank you
for your attention