This book is an outstanding contribution to the philosophical study of language and mind, by one of the most influential thinkers of our time. In a series of penetrating essays, Chomsky cuts through the confusion and prejudice which has infected the study of language and mind, bringing new solutions to traditional philosophical puzzles and fresh perspectives on issues of general interest, ranging from the mind-body problem to the unification of science. Using a range of imaginative and deceptively simple linguistic analyses, (...) Chomsky defends the view that knowledge of language is internal to the human mind. He argues that a proper study of language must deal with this mental construct. According to Chomsky, therefore, human language is a 'biological object' and should be analyzed using the methodology of the sciences. His examples and analyses come together in this book to give a unique and compelling perspective on language and the mind. (shrink)

Incorporating significant editorial changes from earlier editions, the fourth edition of Ludwig Wittgenstein's _Philosophical Investigations_ is the definitive _en face_ German-English version of the most important work of 20th-century philosophy The extensively revised English translation incorporates many hundreds of changes to Anscombe’s original translation Footnoted remarks in the earlier editions have now been relocated in the text What was previously referred to as ‘Part 2’ is now republished as _Philosophy of Psychology – A Fragment_, and all the remarks in it (...) are numbered for ease of reference New detailed editorial endnotes explain decisions of translators and identify references and allusions in Wittgenstein's original text Now features new essays on the history of the _Philosophical Investigations_, and the problems of translating Wittgenstein’s text. (shrink)

In order to formulate hypotheses about the evolutionary underpinnings that preceded the first glimmerings of language, mother-infant gestural and vocal interactions are compared in chimpanzees and humans and used to model those of early hominins. These data, along with paleoanthropological evidence, suggest that prelinguistic vocal substrates for protolanguage that had prosodic features similar to contemporary motherese evolved as the trend for enlarging brains in late australopithecines/early Homo progressively increased the difficulty of parturition, thus causing a selective shift toward females that (...) gave birth to relatively undeveloped neonates. It is hypothesized that hominin mothers adopted new foraging strategies that entailed maternal silencing, reassuring, and controlling of the behaviors of physically removed infants (i.e., that shared human babies' inability to cling to their mothers' bodies). As mothers increasingly used prosodic and gestural markings to encourage juveniles to behave and to follow, the meanings of certain utterances (words) became conventionalized. This hypothesis is based on the premises that hominin mothers that attended vigilantly to infants were strongly selected for, and that such mothers had genetically based potentials for consciously modifying vocalizations and gestures to control infants, both of which receive support from the literature. Key Words: bipedalism; brain size; chimpanzees; foraging; gestures; hominins; infant riding; motherese; prosody; protolanguage. (shrink)

Previous research on cross-situational word learning has demonstrated that learners are able to reduce ambiguity in mapping words to referents by tracking co-occurrence probabilities across learning events. In the current experiments, we examined whether learners are able to retain mappings over time. The results revealed that learners are able to retain mappings for up to 1 week later. However, there were interactions between the amount of retention and the different learning conditions. Interestingly, the strongest retention was associated with a learning (...) condition that engendered retrieval dynamics that initially challenged the learner but eventually led to more successful retrieval toward the end of learning. The ease/difficulty of retrieval is a critical process underlying cross-situational word learning and is a powerful example of how learning dynamics affect long-term learning outcomes. (shrink)