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5 Language Perception Language is the prime means of communication in humans. It may have evolved from the need for social bonding between individuals belonging to the same group and is thought to be necessary for the organization of human societies. Language has a very strong semantic component and is, thus, a means for expression of rational thought and for the transmission of knowledge as well as it permits projections into the past and the future. Complex syntactic regularities are proposed to be specific to the human language faculty (Fitch & Hauser, 2004). The processing of syntax is central for the present work. Thus, in this chapter special emphasis on its development and its processing. The chapter is organized in two main sections, describing empirical findings related to language acquisition and language processing. 5.1 Language acquisition Before the development of language perception will be outlined, two theoretical accounts to language acquisition will be introduced, that mainly reflect the nature-nurture debate. Secondly, an overview of the development of language perception by demonstrating when specific ERP components that reflect particular processing stages can be observed for the first time will be provided. Thirdly, constraints which are utilized to acquire linguistic knowledge are described. As the present work is mainly focused on syntactic processing, mainly later stages of language acquisition will be focused, that is, semantics and syntax. Semantics will be discussed as it provides the basic building blocks to syntax. Finally, there will be a section focusing on the development of syntactic processing in children. Theoretical accounts on language acquisition In linguistics, two main classes of theories exist to account for language acquisition. The generative perspective assumes some innate knowledge of language structure which does not change over time (cf. Pinker, 1984) and proposes “modularized” sub-systems for different components of language. According to Chomsky (1981), speech by adults is so full of hesitations, false-starts, mispronunciations, and ungrammaticalities this could not be an adequate model to abstract complex and subtle linguistic regularities. In addition, Gold (1967) hypothesized that children can not induce grammar of certain types from only “positive evidence”. The complexity of language and the indeterminacy of input to children (i.e. the “poverty of the stimulus”) is taken as further evidence that grammar cannot be learned (cf. Pinker, 1984). However, a considerable amount of
Language Perception 52 cross-language variation makes it difficult to maintain the belief in one “universal stage” of grammatical learning (Bates & Marchman, 1988). Moreover, obvious developmental progress when acquiring language can be observed in children (proposed to have full grammatical competence). Generativists consider this development as biologically driven with three possible scenarios that may account for it: [1] it may result from improvements in other domains; [2] it may also result from maturation (e.g., of the brain); or [3] even though the basic principles of grammar are innate, the child has to adapt gradually to the grammar of its particular language (cf. Clahsen, 1996). The other main class of theories, the interactionist view assumes that children acquire their linguistic knowledge by interactions with their environment. It proposes language development as the product of domain-general learning mechanisms. “Usage-based” theories assume that children develop linguistic competence gradually, learning to produce new constructions item by item rather than triggered by pre-specified grammatical rules (see, e.g., Tomasello, 2000). The acquisition is assumed to be mainly based on statistical regularities in the input. Accumulating evidence suggests that linguistic facts can be learned by this way without relying on the abstract or implicit principles proposed in the theory of universal grammar. The language input was found to contain relevant features in sufficient abundance to support statistically based acquisition of several seemingly complex facts about language. 9 Neurophysiological correlates of language acquisition Neurophysiologic measures may also provide an important additional source of information for a better understanding of language acquisition. Friederici (2005) reviewed such evidence from ERP (event-related potential) studies (see Figure 5-1). She proposed that the similar brain response patterns can be observed in children and adults, which support the view that language develops in a continuous manner. In order to understand language, it is an important task to segment the stream of speech into meaningful units. Even though conversational speech provides acoustic breaks these do not reliably signal word boundaries. The infant’s task is to figure out the elementary phonemic categories of its language, before it can try to acquire words, composed of these phonemes. Some innate skills seem to lead the acquisition of the phonemic categories. Thus, within the first 2 months of life brain indices for the ability to 9 The many opportunities to entrench the most frequent elements of one’s own native language is illustrated by an example from Bates, Thal, Finlay and Clancy (2003): One may assume a child that hears approximately 5 hours of speech input per day, at a mean rate of 225 words per minute. Thus, an average 10year-old child heard 1,034,775,000 English phonemes (at an average of 25,869,375 trials per phoneme), up to 250 million words (including 17,246,250 renditions of the most common function word) and 28 million sentences.
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Sebastian Jentschke: Neural Correla
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Gutachter der Arbeit Prof. Dr. Ange
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Table of contents 1 Introduction 1
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TABLE OF CONTENTS IX 7 Electroencep
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TABLE OF CONTENTS XI Abbreviations
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Zusammenfassung der wissenschaftlic
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Page 20 and 21: 1 Introduction Language and music a
Page 22 and 23: 2 Music Perception Music is one of
Page 24 and 25: Music Perception 5 to her infant re
Page 26 and 27: Music Perception 7 chronize movemen
Page 28 and 29: Music Perception 9 at 5 years of ag
Page 30 and 31: Music Perception 11 keys related by
Page 32 and 33: Music Perception 13 Krumhansl and S
Page 34 and 35: Music Perception 15 tion. The proce
Page 36 and 37: Music Perception 17 MMN paradigms m
Page 38 and 39: Music Perception 19 In a study, emp
Page 40 and 41: Music Perception 21 2001a). Janata
Page 42 and 43: 3 Musical Training Performing a pie
Page 44 and 45: Musical Training 25 Deliberate prac
Page 46 and 47: Musical Training 27 them to transfe
Page 48 and 49: Musical Training 29 can be found ev
Page 50 and 51: Musical Training 31 dition (and onl
Page 52 and 53: Musical Training 33 without substan
Page 54 and 55: Musical Training 35 such studies sh
Page 56: Musical Training 37 with regard to
Page 59 and 60: Music and Language 40 Brown (2000)
Page 61 and 62: Music and Language 42 ture (for a r
Page 63 and 64: Music and Language 44 Neural constr
Page 65 and 66: Music and Language 46 pitch registe
Page 67 and 68: Music and Language 48 functions. Th
Page 69: Music and Language 50 found from ve
Page 73 and 74: Language Perception 54 ing that a w
Page 75 and 76: Language Perception 56 Perceptual g
Page 77 and 78: Language Perception 58 Social const
Page 79 and 80: Language Perception 60 Syntax After
Page 81 and 82: Language Perception 62 2002; Newpor
Page 83 and 84: Language Perception 64 Complex synt
Page 85 and 86: Language Perception 66 which these
Page 87 and 88: Language Perception 68 interaction
Page 89 and 90: Language Perception 70 only disrupt
Page 91 and 92: Language Perception 72 tic structur
Page 93 and 94: Specific Language Impairment 74 ind
Page 95 and 96: Specific Language Impairment 76 6.2
Page 97 and 98: Specific Language Impairment 78 6.3
Page 99 and 100: Specific Language Impairment 80 (Be
Page 101 and 102: Specific Language Impairment 82 ply
Page 103 and 104: Specific Language Impairment 84 mis
Page 105 and 106: Specific Language Impairment 86 the
Page 107 and 108: Electroencephalography and Event-Re
Page 109 and 110: Electroencephalography and Event-Re
Page 112: 8 Experiments I - IV: Introduction
Page 115 and 116: Experiment I 96 parents. 13 All chi
Page 117 and 118: Experiment I 98 patterns in short-t
Page 119 and 120: Experiment I 100 -1.02 μV, SEM =0.
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Experiment I 102 EAD Figure 9-3 Gra
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Experiment I 104 amplitude size of
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10 Experiment II: Neural correlates
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Experiment II 109 Stimuli and parad
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Experiment II 111 tion of objects;
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Experiment II 113 amplitude in the
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Experiment II 115 as compared to no
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Experiment II 117 negative) amplitu
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Experiment II 119 expectancy of a r
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Experiment II 121 physical judgemen
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11 Experiment III: Neural correlate
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Experiment III 125 periment IV - wh
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Experiment III 127 cational backgro
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Experiment III 129 due to a differe
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Experiment III 131 scalp sites. Pla
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Experiment III 133 of syntactic reg
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Experiment III 135 Even though desc
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Experiment III 137 ion than in the
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Experiment IV 140 cluded), [2] they
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Experiment IV 142 12.3 Results Coho
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Experiment IV 144 Figure 12-3 summa
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Experiment IV 146 p < 0.001). In th
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Experiment IV 148 tion cross vs. si
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Experiment IV 150 anterior: F(1,39)
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Experiment IV 152 An N5 usually fol
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13 Experiment I - IV: Development o
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Development of the Neural Correlate
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General Discussion 160 and Leonard,
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General Discussion 162 sent in the
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General Discussion 164 economic sta
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General Discussion 166 Friederici,
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General Discussion 168 year old chi
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Lists of figures and tables Figure
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References Abney, S. P. (1989). A c
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References 175 Bharucha, J. J., & S
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References 177 Brattico, E., Tervan
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References 179 Creel, S. C., Newpor
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References 181 Farrell, M. M., & Ph
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References 183 Friedrich, M., & Fri
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References 185 logie. Themenbereich
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References 187 Hoff, E., & Tian, C.
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References 189 Jones, M. R. (1982).
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References 191 Koelsch, S., & Siebe
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References 193 Leonard, L. B. (2000
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References 195 McMullen, E., & Saff
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References 197 Nobre, A. C., Coull,
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References 199 Peretz, I. (1990). P
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References 201 Roederer, J. (1984).
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References 203 Schöler, H. (2004).
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References 205 Sluming, V., Brooks,
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References 207 Thompson, W. F., Sch
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References 209 Trehub, S. E. (2003c
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References 211 Weinert, S. (1991).
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Appendix A-2 014 incorrect Das Nilp
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Appendix A-4 044 correct Der Rasen
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Appendix A-6 073 incorrect Die Medi
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Curriculum vitae Sebastian Jentschk
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Selbstständigkeitserklärung Hierm
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MPI Series in Human Cognitive and B
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32 André J. Szameitat Die Funktion
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63 Ann Pannekamp Prosodische Inform
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96 Marcel Braß Das inferior fronta
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