In this prcis we focus on phenomena central to the reaction against similarity-based theories that arose in the 1980s and that subsequently motivated the approach to semantic knowledge. Specifically, we consider (1) how concepts differentiate in early development, (2) why some groupings of items seem to form or coherent categories while others do not, (3) why different properties seem central or important to different concepts, (4) why children and adults sometimes attest to beliefs that seem to contradict their direct experience, (...) (5) how concepts reorganize between the ages of 4 and 10, and (6) the relationship between causal knowledge and semantic knowledge. The explanations our theory offers for these phenomena are illustrated with reference to a simple feed-forward connectionist model. The relationships between this simple model, the broader theory, and more general issues in cognitive science are discussed. (shrink)

Extending new verbs is important in becoming a productive speaker of a language. Prior results show children have difficulty extending verbs when they have seen events with varied agents. This study further examines the impact of variability on verb learning and asks whether variability interacts with event complexity or differs by language. Children in the United States, China, Korea, and Singapore learned verbs linked to simple and complex events. Sets of events included one or three agents, and children were asked (...) to extend the verb at test. Children learning verbs linked to simple movements performed similarly across conditions. However, children learning verbs linked to events with multiple objects were less successful if those events were enacted by multiple agents. A follow-up study rules out an influence of event order. Overall, similar patterns of results emerged across languages, suggesting common cognitive processes support children's verb learning. (shrink)

This study examines the interplay of attraction and differentiation through the diachronic encoding of causative alternations in Chinese. A corpus-based analysis is conducted to profile the use of two Change of State verbs (COS verbs), pò ‘break’ and kāi ‘open’, focusing on their argument structure constructions. The analysis yields two main insights: (i) In Chinese, there are four pairs of causative alternations. The first pair, CA1, involving the alternation between NP1+COS+NP2 and NP2+COS, serves as the source for two diachronic trajectories. (...) In the first trajectory, NP1+COS+NP2 is replaced by NP1+V+COS+NP2, and forms CA2 with NP2+COS. Subsequently, NP2+COS transitions into NP2+V+COS, and constitutes CA3 with NP1+V+COS+NP2. In the second trajectory, NP1+COS+V+NP2 and NP2+COS+V emerge and form CA4. (ii) Evidence of attraction is found in the mutual influence between the causative variants NP1+V+COS+NP2 and NP1+COS+V+NP2, and in the modeling effect of the causative variant NP1+V+COS+NP2 on the inchoative variant NP2+V+COS. Differentiation is supported by the anchoring force of a larger constructional network, including the transitive/intransitive opposition and compound constructions. This study advances the theoretical understanding of the intertwinement of attraction and differentiation by elucidating the diachronic evolution of causative alternations in Chinese. (shrink)

Coherent covariation appears to be a powerful explanatory factor accounting for a range of phenomena in semantic cognition. But its role in accounting for the crosslinguistic facts is less clear. Variation in naming, within the same semantic domain, raises vexing questions about the necessary parameters needed to account for the basic facts underlying categorization.

Name der Zeitschrift: Cognitive Linguistics Jahrgang: 25 Heft: 4 Seiten: 701-741.