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  1. Acquisition and Development of Verb/Predicate Chaining in Hebrew.Ruth Berman & Lyle Lustigman - 2020 - Frontiers in Psychology 10.
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  • Infant Single Words for Dynamic Events Predict Early Verb Meanings.Lorraine McCune & Ellen Herr-Israel - 2019 - Cognitive Linguistics 30 (4):629-653.
    Do children’s single words related to motion and change also encode aspects of environmental events highlighted by Talmy’s motion event analysis? If so, these meanings may predict children’s early verb meanings. Analyzing the kinds of meanings expressed in single “dynamic event words” through motion event semantics yields links between early true verbs in sentences and the semantics encoded in these single words. Dynamic event words reflect the sense of temporal and spatial reversibility established in the late sensorimotor period. We propose (...)
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  • English and Chinese Children’s Motion Event Similarity Judgments.Yinglin Ji & Jill Hohenstein - 2018 - Cognitive Linguistics 29 (1):45-76.
    This study explores the relationship between language and thought in similarity judgments by testing how monolingual children who speak languages with partial typological differences in motion description respond to visual motion event stimuli. Participants were either Chinese- or English-speaking, 3-year-olds, 8-year-olds and adults who judged the similarity between caused motion scenes in a match-to-sample task. The results suggest, first of all, that the two younger groups of 3-year-olds are predominantly path-oriented, irrespective of language, as evidenced by their significantly longer fixation (...)
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  • Analogic/Analytic Representations and Cross-Linguistic Differences in Thinking for Speaking.David McNeill - 2001 - Cognitive Linguistics 11 (1-2).
  • Language, Culture, and the Embodiment of Spatial Cognition.Chris Sinha & Kristine Jensen de López - 2001 - Cognitive Linguistics 11 (1-2).
  • Representation and Invariance of Scientific Structures.Patrick Suppes - 2002 - CSLI Publications (distributed by Chicago University Press).
    An early, very preliminary edition of this book was circulated in 1962 under the title Set-theoretical Structures in Science. There are many reasons for maintaining that such structures play a role in the philosophy of science. Perhaps the best is that they provide the right setting for investigating problems of representation and invariance in any systematic part of science, past or present. Examples are easy to cite. Sophisticated analysis of the nature of representation in perception is to be found already (...)
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  • The Role of Language in a Science of Emotion.Asifa Majid - 2012 - Emotion Review 4 (4):380-381.
    Emotion scientists often take an ambivalent stance concerning the role of language in a science of emotion. However, it is important for emotion researchers to contemplate some of the consequences of current practices for their theory building. There is a danger of an overreliance on the English language as a transparent window into emotion categories. More consideration has to be given to cross-linguistic comparison in the future so that models of language acquisition and of the language–cognition interface fit better the (...)
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  • Temporal Expressions in English and Spanish: Influence of Typology and Metaphorical Construal.Javier Valenzuela & Daniel Alcaraz Carrión - 2020 - Frontiers in Psychology 11.
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  • Children’s Block-Building Skills and Mother-Child Block-Building Interactions Across Four U.S. Ethnic Groups.Daniel D. Suh, Eva Liang, Florrie Fei-Yin Ng & Catherine S. Tamis-LeMonda - 2019 - Frontiers in Psychology 10.
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  • Cognitive Representation of Spontaneous Motion in a Second Language: An Exploration of Chinese Learners of English.Yinglin Ji - 2019 - Frontiers in Psychology 10.
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  • Compound Words Prompt Arbitrary Semantic Associations in Conceptual Memory.Bastien Boutonnet, Rhonda McClain & Guillaume Thierry - 2014 - Frontiers in Psychology 5.
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  • Knowledge as Process: Contextually Cued Attention and Early Word Learning.Linda B. Smith, Eliana Colunga & Hanako Yoshida - 2010 - Cognitive Science 34 (7):1287-1314.
    Learning depends on attention. The processes that cue attention in the moment dynamically integrate learned regularities and immediate contextual cues. This paper reviews the extensive literature on cued attention and attentional learning in the adult literature and proposes that these fundamental processes are likely significant mechanisms of change in cognitive development. The value of this idea is illustrated using phenomena in children's novel word learning.
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  • Attention to Endpoints: A Cross‐Linguistic Constraint on Spatial Meaning.Terry Regier & Mingyu Zheng - 2007 - Cognitive Science 31 (4):705-719.
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  • Infants Discriminate Manners and Paths in Non-Linguistic Dynamic Events.Rachel Pulverman, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek & Jennifer Sootsman Buresh - 2008 - Cognition 108 (3):825-830.
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  • Turning the Tables: Language and Spatial Reasoning.Peggy Li & Lila Gleitman - 2002 - Cognition 83 (3):265-294.
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  • Motion Events in Language and Cognition.S. Gennari - 2002 - Cognition 83 (1):49-79.
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  • Spatial Semantics, Cognition, and Their Interaction: A Comparative Study of Spatial Categorization in English and Korean.Hongoak Yun & Soonja Choi - 2018 - Cognitive Science 42 (6):1736-1776.
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  • Containment and Support: Core and Complexity in Spatial Language Learning.Barbara Landau, Kristen Johannes, Dimitrios Skordos & Anna Papafragou - 2017 - Cognitive Science 41 (S4):748-779.
    Containment and support have traditionally been assumed to represent universal conceptual foundations for spatial terms. This assumption can be challenged, however: English in and on are applied across a surprisingly broad range of exemplars, and comparable terms in other languages show significant variation in their application. We propose that the broad domains of both containment and support have internal structure that reflects different subtypes, that this structure is reflected in basic spatial term usage across languages, and that it constrains children's (...)
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  • What Does Children's Spatial Language Reveal About Spatial Concepts? Evidence From the Use of Containment Expressions.Megan Johanson & Anna Papafragou - 2014 - Cognitive Science 38 (5):881-910.
    Children's overextensions of spatial language are often taken to reveal spatial biases. However, it is unclear whether extension patterns should be attributed to children's overly general spatial concepts or to a narrower notion of conceptual similarity allowing metaphor-like extensions. We describe a previously unnoticed extension of spatial expressions and use a novel method to determine its origins. English- and Greek-speaking 4- and 5-year-olds used containment expressions (e.g., English into, Greek mesa) for events where an object moved into another object but (...)
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  • Language-Relative Construal of Individuation Constrained by Universal Ontology: Revisiting Language Universals and Linguistic Relativity.Mutsumi Imai & Reiko Mazuka - 2007 - Cognitive Science 31 (3):385-414.
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  • Shake, Rattle, 'N' Roll: The Representation of Motion in Language and Cognition.Anna Papafragou - 2002 - Cognition 84 (2):189-219.
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  • Does Language Guide Event Perception? Evidence From Eye Movements.Anna Papafragou, Justin Hulbert & John Trueswell - 2008 - Cognition 108 (1):155.
  • How Verbs and Non-Verbal Categories Navigate the Syntax/Semantics Interface: Insights From Cognitive Neuropsychology.Michele Miozzo, Kyle Rawlins & Brenda Rapp - 2014 - Cognition 133 (3):621-640.
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  • The Cross-Linguistic Categorization of Everyday Events: A Study of Cutting and Breaking.Asifa Majid, James S. Boster & Melissa Bowerman - 2008 - Cognition 109 (2):235-250.
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  • Language-Specific and Universal Influences in Children’s Syntactic Packaging of Manner and Path: A Comparison of English, Japanese, and Turkish.Shanley Allen, Aslı Özyürek, Sotaro Kita, Amanda Brown, Reyhan Furman, Tomoko Ishizuka & Mihoko Fujii - 2007 - Cognition 102 (1):16-48.
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  • The Cognitive Functions of Language.Peter Carruthers - 2002 - Behavioral and Brain Sciences 25 (6):657-674.
    This paper explores a variety of different versions of the thesis that natural language is involved in human thinking. It distinguishes amongst strong and weak forms of this thesis, dismissing some as implausibly strong and others as uninterestingly weak. Strong forms dismissed include the view that language is conceptually necessary for thought (endorsed by many philosophers) and the view that language is _de facto_ the medium of all human conceptual thinking (endorsed by many philosophers and social scientists). Weak forms include (...)
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  • How to Build a Baby: II. Conceptual Primitives.Jean M. Mandler - 1992 - Psychological Review 99 (4):587-604.
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  • English Speakers Attend More Strongly Than Spanish Speakers to Manner of Motion When Classifying Novel Objects and Events.Alan W. Kersten, Christian A. Meissner, Julia Lechuga, Bennett L. Schwartz, Justin S. Albrechtsen & Adam Iglesias - 2010 - Journal of Experimental Psychology: General 139 (4):638-653.
  • Why Children Learn Color and Size Words so Differently: Evidence From Adults' Learning of Artificial Terms.Catherine M. Sandhofer & Linda B. Smith - 2001 - Journal of Experimental Psychology: General 130 (4):600.
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  • When English Proposes What Greek Presupposes: The Cross-Linguistic Encoding of Motion Events.Lila Gleitman - 2006 - Cognition 98 (3):75-87.
    How do we talk about events we perceive? And how tight is the connection between linguistic and non-linguistic representations of events? To address these questions, we experimentally compared motion descriptions produced by children and adults in two typologically distinct languages, Greek and English. Our findings confirm a well-known asymmetry between the two languages, such that English speakers are overall more likely to include manner of motion information than Greek speakers. However, mention of manner of motion in Greek speakers' descriptions increases (...)
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  • Motion Events in Language and Cognition.Anna Papafragou - unknown
    The relation between language and thought has held a constant fascination for students of human cognition. In recent years, the question of whether language shapes or is shaped by cognitive categories has been at the center of debates on language and thought. One position, commonly referred to as ‘linguistic determinism’ (or ‘linguistic relativity’), has been particularly forcefully argued for by Benjamin Whorf. According to Whorf (1956: 212).
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  • Reasons, Cognition and Society.Raymond Boudon & Riccardo Viale - 2000 - Mind and Society 1 (1):41-56.
    Homo sociologicus and homo oeconomicus are, for different reasons, unsatisfactory models for the social sciences. A third model, called “rational model in the broad sense”, seems better endowed to cope with the many different expressions of rationality of the social agent. Some contributions by Weber, Durkheim and Marx are early examples of the application of this model of social explanation based on good subjective reasons. According to this model and to the evidence of cognitive anthropology, it is possible to reconcile (...)
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  • Who is Crossing Where? Infants’ Discrimination of Figures and Grounds in Events.Tilbe Göksun, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Mutsumi Imai, Haruka Konishi & Hiroyuki Okada - 2011 - Cognition 121 (2):176-195.
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  • Syntactic Mismatches Between English and Catalan.Jaume Tió, G. Vázquez & Mariona Sabaté - 1998 - Perspectives 6 (2):201-216.
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  • Motion Event Conflation and Clause Structure.Anna Papafragou - manuscript
    How do languages of the world refer to motion? According to one widely held view, languages draw on a pool of common ‘building blocks’ in representing motion events, such as figure and ground, path (or trajectory), manner, cause of motion, and so on (cf. Talmy, 1985). Nevertheless, individual languages differ both in the elements they select out of the available stock of motion ‘primitives’ and in the way they conflate them into specific lexical and clausal structures (Talmy, 1985; Slobin, 1996a; (...)
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  • Thought Before Language: How Deaf and Hearing Children Express Motion Events Across Cultures.Mingyu Zheng & Susan Goldin-Meadow - 2002 - Cognition 85 (2):145-175.