guest lecture 2 language, culture, &...
TRANSCRIPT
Guest Lecture 2Language, Culture, & Thought
Liz Baraff Bonawitz
Fast Marketing of Your Research
Vision
Steps
News
Contribution Patrick Winston Plan (MIT AI Lab)
Class Presentations
Form 3 Groups [A-G] [H-M][N-Z]Take 5 minutes and discuss VSNC for the
research paper you were assigned. Select one person in your group to present
the Vision; select a second person in your group to present the Steps; select a third person for News; and a fourth person to present Contributions.
Present VSNC to the rest of the class.
What kinds of questions should we be asking?
Why study Language & Culture?
• The origins of knowledge & nature of concepts – What is core, innate, universal? – Is knowledge invariant?
• Language processing – Surface differences only? – Sentences to mental representations
• Cognitive Architectures – What’s connected to what? – What’s involved with thinking?
Why study Language & Culture?
• The origins of knowledge & nature of concepts – What is core, innate, universal? – Is knowledge invariant?
• Language processing – Surface differences only? – Sentences to mental representations
• Cognitive Architectures – What’s connected to what? – What’s involved with thinking?
What’s involved with Thinking?
Language/Culture as a Tool
Language/Culture as a Lens
Language/Culture as a Category Marker
Why study Language & Culture?
• The origins of knowledge & nature of concepts – What is core, innate, universal? – Is knowledge invariant?
• Language processing – Surface differences only? – Sentences to mental representations
• Cognitive Architectures – What’s connected to what? – What’s involved with thinking?
See Eve Clark & Levinson Readings
Why study Language & Culture
• The origins of knowledge & nature of concepts – What is core, innate, universal? – Is knowledge invariant?
• Language processing – Surface differences only? – Sentences to mental representations
• Cognitive Architectures – What’s connected to what? – What’s involved with thinking?
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
What aspects of development are universal to all cultures?
What role does culture/language play in intellectual development? Do some cultures/languages provide tools that help development?
• Is knowledge invariant?
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
What aspects of development are universal to all cultures?
What role does culture/language play in intellectual development? Do some cultures/languages provide tools that help development?
Is cognitive development universal across cultures?
Sally
Box
Sally Places Her Marble In Basket
Exit Sally
Re Enter Sally
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Her Marble?
Tom
Tom Transfers Sally's Marble To Box
Where Will Sally Look For
Figure courtesy of MIT OCW. Baron-Cohen, S., A. M. Leslie, and U. Frith. "Does the autistic child have a 'theory of mind'?" Cognition 21 (1985): 37–46.
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
What aspects of development are universal to all cultures?
What role does culture/language play in intellectual development? Do some cultures/languages provide tools that help development?
Vygotsky
Cultural transmission allows the child to first learn with the help of an adult and later to ‘internalize’ the adult’s role so that they take on the adult skill within themselves.
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Figure courtesy of MIT OCW.Saxe, G. B. "The development of measurement operations among the Oksapmin of Papua New Guinea." Child Development53 (1982): 1242-1248.
Origins of knowledge & Nature of conceptual change
• The what is core, innate, universal?
What aspects of development are universal to all cultures?
What role does culture/language play in intellectual development?
Do some cultures/languages provide tools that help development?
Cult & Lang Provide Tools
• Spanish provides Ser/Esta
• English: In/On; Korean: Tight Fit/Loose Fit
• Rural vs. Elite Yoruba
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
• Is knowledge invariant? How are cognitive developmental changes caused?
(What makes it possible for children to acquire radically new ways of thinking & behaving as they grow older?)
Language as a Tool?
Figure removed due to copyright restrictions.Please see:http://www.niu.edu/pubaffairs/RELEASES/2000/MAR/primate/images/color_tree_thumb.jpg
Spelke Blue Room Task
Figure removed due to copyright restrictions.Please see:Hermer-Vazquez, L., E. S. Spelke, and A. S. Katsnelson. "Sources of flexibility in human cognition: dual-taskstudies of space and language." Cognit Psychol 39, no. 1 (August 1999): 3-36.
Some Counter Arguments
Figure removed due to copyright restrictions.Please see:Hermer-Vazquez, L., E. S. Spelke, and A. S. Katsnelson. "Sources of flexibility in human cognition: dual-taskstudies of space and language." Cognit Psychol 39, no. 1 (August 1999): 3-36.
Some Counter Arguments
Figure removed due to copyright restrictions.Please see:Hermer-Vazquez, L., E. S. Spelke, and A. S. Katsnelson. "Sources of flexibility in human cognition: dual-taskstudies of space and language." Cognit Psychol 39, no. 1 (August 1999): 3-36.
Language as a ToolSusan Carey: Number Representation
“One” “Two” … “Five”
Language as a ToolDedre Genter: Analogical Mapping
Alignment + Representation
Language
Next Slides courtesy of Lera Boroditsky
Time-travel?
Courtesy of Lera Boroditsky, PhD. Used with permission.
TIME AS SPACE
We talk about time in terms of space:
The revolution is ahead of us.
Let’s move the meeting forward.
How long was the talk?
But, do we think about time in terms of space?
Courtesy of Lera Boroditsky, PhD. Used with permission.
TWO WAYS TO THINK ABOUT TIME
Next Wednesday’s meeting has been moved forward two days.
Courtesy of Lera Boroditsky, PhD. Used with permission.
TWO WAYS TO TALK ABOUT TIME
ego-moving time-moving
PAST FUTURE PAST FUTURE
vs
We’re approaching the deadline. The deadline is approaching.
Courtesy of Lera Boroditsky, PhD. Used with permission.
THE LUNCH-LINE (N=69)
Anywhere cafe
chicken curry this way
Illustration courtesy of MIT OCW.
Courtesy of Lera Boroditsky, PhD. Used with permission.
end of line <-----------------> closest to food
THE LUNCH-LINE (N=69)
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%
4 3 2 1
end of line <--------------> closest to food
Courtesy of Lera Boroditsky, PhD. Used with permission.
THE AIRPORT (N=333)
just waiting about to depart just flew in for someone
Illustrations courtesy of MIT OCW.
Courtesy of Lera Boroditsky, PhD. Used with permission.
THE AIRPORT (N=333)
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2 0
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100 Friday Monday
%
picking up about to fly just flew in
Courtesy of Lera Boroditsky, PhD. Used with permission.
WAITING TRAIN (N=101)
Illustration courtesy of MIT OCW.
FOR THE
PLATFORM
Dustbin
Courtesy of Lera Boroditsky, PhD. Used with permission.
WAITING TRAIN (N=101)FOR THE
Friday Monday
%
0
2 0
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< 1 minute 1-5 minutes > 5 minutes
Courtesy of Lera Boroditsky, PhD. Used with permission.
O TRAIN (N=118)N THE
what to predict?Illustrations courtesy of MIT OCW.
Courtesy of Lera Boroditsky, PhD. Used with permission.
O TRAIN (N=118)N THE
% r
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Friday Monday
just got on middle of journey about to get off
Courtesy of Lera Boroditsky, PhD. Used with permission.
Two separate questions:
• Are representations of time constructed in part upon representations of space?
• Does language play any role in this construction?
Courtesy of Lera Boroditsky, PhD. Used with permission.
Patterns in language suggest anasymmetric dependence of time on space
SPACE TIME
(Boroditsky, 2000; Lakoff & Johnson, 1980)
Courtesy of Lera Boroditsky, PhD. Used with permission.
But, space and time could be completelyinterdependent: i.e., symmetric relationship
SPACE TIME
“expansion [i.e. distance] and duration do mutually embrace and comprehend each other; every part of space being in every part of duration, and every part of duration in every part of expansion.”
John Locke (1689/1995) .
Courtesy of Lera Boroditsky, PhD. Used with permission.
Or they could be completely independent
SPACE TIME
(e.g., Jackendoff, Murphy)
Courtesy of Lera Boroditsky, PhD. Used with permission.
Piaget observed that kids confuse space and time.
Until age 9!
( / )
( / )
SLOW
FAST
2m 9sec
4m 7sec
Which one went for a longer time? Why?
Courtesy of Lera Boroditsky, PhD. Used with permission.
Piaget was all wrong about the age…
…MIT undergrads can’t do it either.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
200 275 350 425 500 575 650 725 800
200-800 Pixels x 1-5 Seconds
9 x 9 Design
Courtesy of Lera Boroditsky, PhD. Used with permission.
Overall, people were pretty good at the task.
TIME SPACE
y = 0.81x + 41.608 R2 = 0.99
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y = 0.83x + 327.23 R2 = 0.99
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Rep
orte
d du
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n (m
secs
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Rep
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d di
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(pix
els)
Actual duration (msecs) Actual displacement (pixels)
But what about the effects of space on time & time on space?
Courtesy of Lera Boroditsky, PhD. Used with permission.
Similar, butindependent
Asymmetricallydependent
Target time
Target timeTarget space
Target space
Est
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ed s
pace
Est
imat
ed s
pace
Est
imat
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ime
Est
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ime
Effect of space Effect of time on time
Est
imat
ed t
ime
Est
imat
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pace
on space
Mutuallyinterdependent
Target space Target time
Courtesy of Lera Boroditsky, PhD. Used with permission.
3200
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secs
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Effect of Target Displacement Effect Target Duration on Estimated Duration on Estimated Displacement
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Rep
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R2 = 0.09 3602000
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y = 0.74x + 2474.6 R2 = 0.92
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Target displacement (pixels) Target duration (msecs)
Courtesy of Lera Boroditsky, PhD. Used with permission.
Courtesy of Lera Boroditsky, PhD. Used with permission.
Why study Language & Culture?
• The origins of knowledge & nature of concepts – What is core, innate, universal? – Is knowledge invariant?
• Language processing – Surface differences only? – Sentences to mental representations
• Cognitive Architectures – What’s connected to what? – What’s involved with thinking?
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
What aspects of development are universal to all cultures?
What role does culture/language play in intellectual development? Do some cultures/languages provide tools that help development?
• Is knowledge invariant?
Origins of knowledge & Nature of conceptual change
• The What is core, innate, universal?
• Is knowledge invariant? How are cognitive developmental changes caused?
(What makes it possible for children to acquire radically new ways of thinking & behaving as they grow older?)
The Big Debate - PrepForm 3 Groups [A-G] [H-M][N-Z]Take 5-10 minutes and discuss:1. Main thesis & Vision of position paper
you read. (Summarize in 2-3 sentences) 2. What would be the steps required to
support this point? 3. What evidence (News) can you think of to
support this point (from today’s lecture, your readings, previous lectures?)
4. What are the Contributions of this thesis?
Debate
Groups each present VSNC for their paper. Groups each respond to VSNC for other
groups. Do you agree with the interpretation of the
evidence? Did two groups cite the same evidence?
Is this is a problem? Which thesis do you really support?