It is generally acknowledged that onomatopoeia poses challenges for translation. However, there is little research into the translation of onomatopoeia in Pragmatics. This study seeks to examine the nature of onomatopoeia and its implications for translation from the perspective of relevance theory, addressing, in particular, the following questions: Can notions from pragmatics help to account for the perceived challenges involved in translating onomatopoeia? Would the showing-meaning nature affect the translation of onomatopoeia? What other factors result in difficulties in translating onomatopoeia (...) and why? To this end, a corpus-based analysis of onomatopoeia was conducted using user-generated data provided by Cookpad Inc. Findings show that the relevance-theoretic notions of the showing-meaning continuum and perceptual resemblance can indeed help account for the perceived challenges in translating onomatopoeia. Findings also show that stylistic aspects, such as types of expressions and text types, also impact on the translation of onomatopoeia. (shrink)

Introduction: The effect of promoting a physical reaction by the described action is called the action-sentence compatibility effect. It has been verified that physical motion changes depending on the time phase and grammatical expression. However, it is unclear how adverbs and onomatopoeia change motion simulations and subsequent movements.Methods: The subjects were 35 healthy adults. We prepared 20 sentences each, expressing actions related to hands and feet. These were converted into 80 sentences, with the words “Slow” or “Quick” added to the (...) words related to the speed of movement, and 80 sentences with the words “Fast” and onomatopoeia “Satto” added. Additionally, 20 unnatural sentences were prepared for each stimulus set as pseudo sentences. Choice reaction time was adopted; subjects pressed the button with their right hand only when the presented text was correctly understood. The reaction time and the number of errors were recorded and compared.Results: As a result of a two-way repeated ANOVA, an interaction effect was observed in RTs and NoE in set A. “Hand and Fast” had significantly faster RTs than “Hand and Slow” and “Foot and Fast.” Furthermore, “Hand and Fast” had a significantly higher NoE than others. In set B, the main effects were observed in both RTs and NoE. “Hand” and “Satto” had significantly faster RTs than “Foot” and “Quick,” respectively. Additionally, an interaction effect was observed in NoE, wherein “Foot and Satto” was significantly higher than “Hand and Satto” and “Foot and Quick.”Conclusion: In this study, the word “Fast” promoted hand response, reaffirming ACE. The onomatopoeia “Satto” was a word that conveys the speed of movement, but it was suggested that the degree of understanding may be influenced by the body part and the attributes of the subject. (shrink)

Research on the relation between sound and meaning in language has reported substantial evidence for implicit associations between articulatory–acoustic characteristics of phonemes and emotions. In the present study, we specifically tested the relation between the acoustic properties of a text and its emotional tone as perceived by readers. To this end, we asked participants to assess the emotional tone of single stanzas extracted from a large variety of poems. The selected stanzas had either an extremely high, a neutral, or an (...) extremely low average formant dispersion. To assess the average formant dispersion per stanza, all words were phonetically transcribed and the distance between the first and second formant per vowel was calculated. Building on a long tradition of research on associations between sound frequency on the one hand and non‐acoustic concepts such as size, strength, or happiness on the other hand, we hypothesized that stanzas with an extremely high average formant dispersion would be rated lower on items referring to Potency (dominance) and higher on items referring to Activity (arousal) and Evaluation (emotional valence). The results confirmed our hypotheses for the dimensions of Potency and Evaluation, but not for the dimension of Activity. We conclude that, at least in poetic language, extreme values of acoustic features of vowels are a significant predictor for the emotional tone of a text. (shrink)

To what extent do people attribute meanings to “nonsense” words? How general is such attribution of meaning? We used a set of words lacking conventional meanings to elicit drawings of made‐up creatures. Separate groups of participants rated the nonsense words and the drawings on several semantic dimensions and selected what name best corresponded to each creature. Despite lacking conventional meanings, “nonsense” words elicited a high level of consistency in the produced drawings. Meaning attributions made to nonsense words corresponded with meaning (...) attributions made by separate people to drawings that were inspired by the name. Naïve participants were able to recover the name that inspired the drawing with greater‐than‐chance accuracy. These results suggest that people make liberal and consistent use of non‐arbitrary relationships between forms and meanings.Open Research Badges This article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/8juyc/. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki. (shrink)

One cue that may facilitate children's word learning is iconicity, or the correspondence between a word's form and meaning. Some have even proposed that iconicity in the early lexicon may serve to help children learn how to learn words, supporting the acquisition of even noniconic, or arbitrary, word–referent associations. However, this proposal remains untested. Here, we investigate the iconicity of caregivers’ speech to young children during a naturalistic free‐play session with novel stimuli and ask whether the iconicity of caregivers’ speech (...) facilitates children's learning of the noniconic novel names of those stimuli. Thirty‐four 1.5‐2‐year‐olds (19 girls; half monolingual English learners and half bilingual English‐Spanish learners) participated in a naturalistic free‐play task with their caregivers followed by a test of word‐referent retention. We found that caregivers’ use of iconicity, particularly in utterances in which they named the novel stimuli, was associated with the likelihood that children learned that novel name. This result held even when controlling for other factors associated with word learning, such as the concreteness and frequency of words in caregiver speech. Together, the results demonstrate that iconicity not only can serve to help children identify the referent of novel words (as in previous research) but can also support their ability to retain even noniconic word‐referent mappings. (shrink)

We investigate whether infant‐directed speech (IDS) could facilitate word form learning when compared to adult‐directed speech (ADS). To study this, we examine the distribution of word forms at two levels, acoustic and phonological, using a large database of spontaneous speech in Japanese. At the acoustic level we show that, as has been documented before for phonemes, the realizations of words are more variable and less discriminable inIDSthan inADS. At the phonological level, we find an effect in the opposite direction: TheIDSlexicon (...) contains more distinctive words (such as onomatopoeias) than theADScounterpart. Combining the acoustic and phonological metrics together in a global discriminability score reveals that the bigger separation of lexical categories in the phonological space does not compensate for the opposite effect observed at the acoustic level. As a result,IDSword forms are still globally less discriminable thanADSword forms, even though the effect is numerically small. We discuss the implication of these findings for the view that the functional role ofIDSis to improve language learnability. (shrink)

Across languages, lexical items specific to infant‐directed speech (i.e., ‘baby‐talk words’) are characterized by a preponderance of onomatopoeia (or highly iconic words), diminutives, and reduplication. These lexical characteristics may help infants discover the referential nature of words, identify word referents, and segment fluent speech into words. If so, the amount of lexical input containing these properties should predict infants’ rate of vocabulary growth. To test this prediction, we tracked the vocabulary size in 47 English‐learning infants from 9 to 21 months (...) and examined whether the patterns of growth can be related to measures of iconicity, diminutives, and reduplication in the lexical input at 9 months. Our analyses showed that both diminutives and reduplication in the input were associated with vocabulary growth, although measures of iconicity were not. These results are consistent with the hypothesis that phonological properties typical of lexical input in infant‐directed speech play a role in early vocabulary growth. (shrink)

This review covers experimental approaches to sound-symbolism—from infants to adults, and from Sapir’s foundational studies to twenty-first century product naming. It synthesizes recent behavioral, developmental, and neuroimaging work into a systematic overview of the cross-modal correspondences that underpin iconic links between form and meaning. It also identifies open questions and opportunities, showing how the future course of experimental iconicity research can benefit from an integrated interdisciplinary perspective. Combining insights from psychology and neuroscience with evidence from natural languages provides us with (...) opportunities for the experimental investigation of the role of sound-symbolism in language learning, language processing, and communication. The review finishes by describing how hypothesis-testing and model-building will help contribute to a cumulative science of sound-symbolism in human language. (shrink)

In language, recombination of a discrete set of meaningless building blocks forms an unlimited set of possible utterances. How such combinatorial structure emerged in the evolution of human language is increasingly being studied. It has been shown that it can emerge when languages culturally evolve and adapt to human cognitive biases. How the emergence of combinatorial structure interacts with the existence of holistic iconic form-meaning mappings in a language is still unknown. The experiment presented in this paper studies the role (...) of iconicity and human cognitive learning biases in the emergence of combinatorial structure in artificial whistled languages. Participants learned and reproduced whistled words for novel objects with the use of a slide whistle. Their reproductions were used as input for the next participant, to create transmission chains and simulate cultural transmission. Two conditions were studied: one in which the persistence of iconic form-meaning mappings was possible and one in which this was experimentally made impossible. In both conditions, cultural transmission caused the whistled languages to become more learnable and more structured, but this process was slightly delayed in the first condition. Our findings help to gain insight into when and how words may lose their iconic origins when they become part of an organized linguistic system. (shrink)

Arbitrariness is a distinctive feature of human language, and a growing body of comparative work is investigating its presence in animal communication. But what is arbitrariness, exactly? We propose to distinguish four notions of semiotic arbitrariness: a notion of opaque association between sign forms and semiotic functions, one of sign-function mapping optionality, one of acquisition-dependent sign-function coupling, and one of lack of motivatedness. We characterize these notions, illustrate the benefits of keeping them apart, and describe two reactions to our proposal: (...) abandoning arbitrariness-talk in favor of the newly introduced conceptual vocabulary, or feeding the distinctions back into the parent concept. (shrink)

A classic example of the arbitrary relation between the way a word sounds and its meaning is that microorganism is a very long word that refers to a very small entity, whereas whale is a very short word that refers to something very big. This example, originally presented in Hockett's list of language's design features, has been often cited over the years, not only by those discussing the arbitrary nature of language, but also by researchers of sound symbolism. While the (...) two groups disagreed regarding the role of arbitrariness and sound symbolism in language, they both agreed there is a nonsound symbolic relation between word length and entity size in this case. This paper shows that the length of the words whale and microorganism in fact reflects a sound symbolic pattern. An analysis of >600 languages from >100 language families shows that languages use longer words to denote the concept small than they do to denote the concept big. The paper thus shows how explicit judgments might differ from implicit cognitive association and the problem of relying on these in sound symbolism research. (shrink)

Arbitrariness is a distinctive feature of human language, and a growing body of comparative work is investigating its presence in animal communication. But what is arbitrariness, exactly? We propose to distinguish four notions of semiotic arbitrariness: a notion of opaque association between sign forms and semiotic functions, one of sign‐function mapping optionality, one of acquisition‐dependent sign‐function coupling, and one of lack of motivatedness. We characterize these notions, illustrate the benefits of keeping them apart, and describe two reactions to our proposal: (...) abandoning arbitrariness‐talk in favor of the newly introduced conceptual vocabulary, or feeding the distinctions back into the parent concept. (shrink)

Over the history of research on sign languages, much scholarship has highlighted the pervasive presence of signs whose forms relate to their meaning in a non-arbitrary way. The presence of these forms suggests that sign language vocabularies are shaped, at least in part, by a pressure toward maintaining a link between form and meaning in wordforms. We use a vector space approach to test the ways this pressure might shape sign language vocabularies, examining how non-arbitrary forms are distributed within the (...) lexicons of two unrelated sign languages. Vector space models situate the representations of words in a multi-dimensional space where the distance between words indexes their relatedness in meaning. Using phonological information from the vocabularies of American Sign Language and British Sign Language, we tested whether increased similarity between the semantic representations of signs corresponds to increased phonological similarity. The results of the computational analysis showed a significant positive relationship between phonological form and semantic meaning for both sign languages, which was strongest when the sign language lexicons were organized into clusters of semantically related signs. The analysis also revealed variation in the strength of patterns across the form-meaning relationships seen between phonological parameters within each sign language, as well as between the two languages. This shows that while the connection between form and meaning is not entirely language specific, there are cross-linguistic differences in how these mappings are realized for signs in each language, suggesting that arbitrariness as well as cognitive or cultural influences may play a role in how these patterns are realized. The results of this analysis not only contribute to our understanding of the distribution of non-arbitrariness in sign language lexicons, but also demonstrate a new way that computational modeling can be harnessed in lexicon-wide investigations of sign languages. (shrink)

The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music–language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, (...) in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed. (shrink)

Sound-symbolism is the nonarbitrary link between the sound and meaning of a word. Japanese-speaking children performed better in a verb generalization task when they were taught novel sound-symbolic verbs, created based on existing Japanese sound-symbolic words, than novel nonsound-symbolic verbs (Imai, Kita, Nagumo, & Okada, 2008). A question remained as to whether the Japanese children had picked up regularities in the Japanese sound-symbolic lexicon or were sensitive to universal sound-symbolism. The present study aimed to provide support for the latter. In (...) a verb generalization task, English-speaking 3-year-olds were taught novel sound-symbolic verbs, created based on Japanese sound-symbolism, or novel nonsound-symbolic verbs. English-speaking children performed better with the sound-symbolic verbs, just like Japanese-speaking children. We concluded that children are sensitive to universal sound-symbolism and can utilize it in word learning and generalization, regardless of their native language. (shrink)

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 (...) extant variation found in today’s peoples. (shrink)

When researchers think about the interaction between language and emotion, they typically focus on descriptive emotion words. This review demonstrates that emotion can interact with language at many levels of structure, from the sound patterns of a language to its lexicon and grammar, and beyond to how it appears in conversation and discourse. Findings are considered from diverse subfields across the language sciences, including cognitive linguistics, psycholinguistics, linguistic anthropology, and conversation analysis. Taken together, it is clear that emotional expression is (...) finely tuned to language-specific structures. Future emotion research can better exploit cross-linguistic variation to unravel possible universal principles operating between language and emotion. (shrink)

Cognitive Science, Volume 45, Issue 11, November 2021.

Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either (...) congruent or incongruent with regard to sound-symbolic relations. For the smaller vocabulary, sound-symbolism facilitated learning individual words, whereas for larger vocabularies sound-symbolism supported learning category distinctions. The changing properties of form-meaning mappings according to vocabulary size may reflect the different ways in which language is learned at different stages of development. (shrink)

Some spoken words are iconic, exhibiting a resemblance between form and meaning. We used native speaker ratings to assess the iconicity of 3001 English words, analyzing their iconicity in relation to part-of-speech differences and differences between the sensory domain they relate to. First, we replicated previous findings showing that onomatopoeia and interjections were highest in iconicity, followed by verbs and adjectives, and then nouns and grammatical words. We further show that words with meanings related to the senses are more iconic (...) than words with abstract meanings. Moreover, iconicity is not distributed equally across sensory modalities: Auditory and tactile words tend to be more iconic than words denoting concepts related to taste, smell and sight. Last, we examined the relationship between iconicity and systematicity. We find that iconicity in English words is more strongly related to sensory meanings than systematicity. Altogether, our results shed light on the extent and distribution of iconicity in modern English. (shrink)

We argue that analogical reasoning, particularly Gentner's structure-mapping theory, provides an integrative theoretical framework through which we can better understand the development of symbol use. Analogical reasoning can contribute both to the understanding of others’ intentions and the establishment of correspondences between symbols and their referents, two crucial components of symbolic understanding. We review relevant research on the development of symbolic representations, intentionality, comparison, and similarity, and demonstrate how structure-mapping theory can shed light on several ostensibly disparate findings in the (...) literature. Focusing on visual symbols, we argue that analogy underlies and supports the understanding of both intention and correspondence, which may enter into a reciprocal bootstrapping process that leads children to gain the prodigious human capacity of symbol use. (shrink)

Although language has long been regarded as a primarily arbitrary system, sound symbolism, or non-arbitrary correspondences between the sound of a word and its meaning, also exists in natural language. Previous research suggests that listeners are sensitive to sound symbolism. However, little is known about the specificity of these mappings. This study investigated whether sound symbolic properties correspond to specific meanings, or whether these properties generalize across semantic dimensions. In three experiments, native English-speaking adults heard sound symbolic foreign words for (...) dimensional adjective pairs and for each foreign word, selected a translation among English antonyms that either matched or mismatched with the correct meaning dimension. Listeners agreed more reliably on the English translation for matched relative to mismatched dimensions, though reliable cross-dimensional mappings did occur. These findings suggest that although sound symbolic properties generalize to meanings that may share overlapping semantic features, sound symbolic mappings offer semantic specificity. (shrink)

Iconic signs are overrepresented in the vocabularies of young deaf children, but it is unclear why. It is possible that iconic signs are easier for children to learn, but it is also possible that adults use iconic signs in child-directed signing in ways that make them more learnable, either by using them more often than less iconic signs or by lengthening them. We analyzed videos of naturalistic play sessions between parents and deaf children aged 9–60 months. To determine whether iconic (...) signs are overrepresented during child-directed signing, we compared the iconicity of actual parent productions to the iconicity of simulated vocabularies designed to estimate chance levels of iconicity. For almost all dyads, parent sign types and tokens were not more iconic than the simulated vocabularies, suggesting that parents do not select more iconic signs during child-directed signing. To determine whether iconic signs are more likely to be lengthened, we ran a linear regression predicting sign duration, and found an interaction between age and iconicity: while parents of younger children produced non-iconic and iconic signs with similar durations, parents of older children produced non-iconic signs with shorter durations than iconic signs. Thus, parents sign more quickly with older children than younger children, and iconic signs appear to resist that reduction in sign length. It is possible that iconic signs are perceptually available longer, and their availability is a candidate hypothesis as to why iconic signs are overrepresented in children’s vocabularies. (shrink)

Our study focuses on the perception of the iconicity of handshapes – one of the formational parameters of the sign in signed language. Seventy Hebrew speakers were asked to match handshapes to Hebrew translations of 45 signs, which are specified for one of the handshapes in Israeli Sign Language. The results show that participants reliably match handshapes to corresponding sign translations for highly iconic signs, but are less accurate for less iconic signs. This demonstrates that there is a notable degree (...) of iconicity in the lexicon of ISL, which is recognizable even to non-signers. The ability of non-signers to detect handshape to form is explained by the fact that word meanings are understood by both deaf and hearing peoples via the mental elaboration of simple iconic sources in which handshape meanings are grounded. The results suggest that while language external iconic mapping could ease the learning of direct iconic forms, it has a more limited capacity to help hearing non-signers learn indirect and opaque forms. The full semiotic distribution of handshapes in the lexicon and their use in language remain difficult for hearing non-signers to understand and depends on more specific language and cultural knowledge. (shrink)

Across languages, children map words to meaning with great efficiency, despite a seemingly unconstrained space of potential mappings. The literature on how children do this is primarily limited to spoken language. This leaves a gap in our understanding of sign language acquisition, because several of the hypothesized mechanisms that children use are visual (e.g., visual attention to the referent), and sign languages are perceived in the visual modality. Here, we used the Human Simulation Paradigm in American Sign Language (ASL) to (...) determine potential cues to word learning. Sign‐naïve adult participants viewed video clips of parent–child interactions in ASL, and at a designated point, had to guess what ASL sign the parent produced. Across two studies, we demonstrate that referential clarity in ASL interactions is characterized by access to information about word class and referent presence (for verbs), similarly to spoken language. Unlike spoken language, iconicity is a cue to word meaning in ASL, although this is not always a fruitful cue. We also present evidence that verbs are highlighted well in the input, relative to spoken English. The results shed light on both similarities and differences in the information that learners may have access to in acquiring signed versus spoken languages. (shrink)

Cognitive Science, Volume 46, Issue 6, June 2022.

Determinants of synesthetic color choice for Japanese phonetic characters were studied in six Japanese synesthetes. The study used Hiragana and Katakana characters, which represent the same set of syllables although their visual forms are dissimilar. From a palette of 138 colors, synesthetes selected a color corresponding to each character. Results revealed that synesthetic color choices for Hiragana characters and those for their Katakana counterparts were remarkably consistent, indicating that color selection depended on character-related sounds and not visual form. This Hiragana–Katakana (...) invariance cannot be regarded as the same phenomenon as letter case invariance, usually reported for English grapheme-color synesthesia, because Hiragana and Katakana characters have different identities whereas upper and lower case letters have the same identity. This involvement of phonology suggests that cross-activation between an inducer brain region and that of the concurrent area in grapheme-color synesthesia is mediated by higher order cortical processing areas. (shrink)

I argue that an evolutionary adaptation for bodily mimesis, the volitional use of the body as a representational devise, is the “small difference” that gave rise to unique and yet pre-linguistic features of humanity such as imitation, pedagogy, intentional communication and the possibility of a cumulative, representational culture. Furthermore, it is this that made the evolution of language possible. In support for the thesis that speech evolved atop bodily mimesis and a transitional multimodal protolanguage, I review evidence for the extensive (...) presence of sound-symbolism in modern languages, for its psychological reality in adults, and for its contribution to language acquisition in children. On a meta-level, the argument is that dividing human cognitive-semiotic evolution into a sequence of stages is crucial for resolving classical dichotomies concerning human nature and language, which are both natural and cultural, both continuous with and discontinuous from those of animals. (shrink)