In this paper, I argue that an important component of the language-ready brain is the ability to recognize and conceptualize events. By ‘event’, I mean any situation or activity in the world or our mental life, that we find salient enough to individuate as a thought or word. While this may sound either trivial or non-unique to humans, I hope to show that abstracting away events and their participants from the embodied flow of experience is a characteristic unique to humans. (...) This ability is enabled, I will argue, by two critical competencies that act as scaffolds for language-ready thought in the prehuman brain. The first, as argued by Arbib (2006,2012,2016) and others, is a sophisticated system of gesture production and understanding in prehumans, which provided a template for schema-like sequencing and slot-filling of information units. The second involves the integration of multiple modalities of expression in the communicative act, in particular, the alignment of co-gestural speech and co-speech gesture. With such computational facilities, action-based gestures can be abstracted away from their associated objects and become full event representations. This view supports the MSH argument for the emergence of more complex linguistic expressions from initially holophrastic units. In particular, actions can be thought of as protoverbs, which through this process are abstracted to full event descriptions, i.e., verbs. (shrink)

This paper offers a review of research on demonstratives from an interdisciplinary perspective. In particular, we consider the role of demonstratives in current research on language universals, language evolution, language acquisition, multimodal communication, signed language, language and perception, language in interaction, spatial imagery, and discourse processing. Traditionally, demonstratives are analyzed as a particular class of spatial deictics. Yet, a number of recent studies have argued that space is largely irrelevant to deixis and that demonstratives are primarily used for social and (...) interactive purposes. Synthesizing findings in the literature, we conclude that demonstratives are a very special class of linguistic items that are foundational to both spatial and social aspects of language and cognition. (shrink)

Language and Theory of Mind come together in communication, but their relationship has been intensely contested. I hypothesize that pragmatic markers connect language and Theory of Mind and enable their co-development and co-evolution through a positive feedback loop, whereby the development of one skill boosts the development of the other. I propose to test this hypothesis by investigating two types of pragmatic markers: demonstratives and articles. Pragmatic markers are closed-class words that encode non-representational information that is unavailable to consciousness, but (...) accessed automatically in processing. These markers have been associated with implicit Theory of Mind because they are used to establish joint attention and mark shared knowledge. Here I develop a theoretical account of how joint attention is the basis for children’s later tracking of common ground. The developmental path from joint attention to common ground parallels language change, with demonstrative forms giving rise to definite articles. This parallel opens the possibility of modelling the emergence of Theory of Mind in human development in tandem with its routinization across language communities and generations of speakers. I therefore propose that, in order to understand the relationship between language and Theory of Mind, we should study pragmatics at three parallel timescales: during language acquisition, language use, and language change. (shrink)