marco fenici rühr universität bochum embodied language new college, oxford, september 28 th, 2011
TRANSCRIPT
Marco FeniciRühr Universität Bochum
Embodied LanguageNew College, Oxford, September 28th, 2011
False Belief Test
(Baron-Cohen, Leslie, & Frith, 1985)
Embodiment &late Social Understanding Embodied Mind
Relevance of affective and effective systemsModal input
ToM module (Baron-Cohen, 1994)
“Central” cognitionAmodal input
StudyAge
(mos)Method Test
Induced Belief
Onishi & Baillargeon (2005)
15 VoE LC Visual
Surian, Sperber, & Caldi (2007)
13 VoE LC Visual
Southgate, Senju, & Csibra (2007)
25 AL LC Visual
Buttelmann, Carpenter, & Tomasello (2009)
18 AR LC Visual
Scott & Baillargeon (2009)
18 VoE IC Visual
Song, Onishi, Baillargeon,& Fisher (2008)
18VoE
LCCommu-nication
Song & Baillargeon (2008)
15 VoE ICVisual/deduction
Träuble, Marinovic, & Pauen (2010)
15 VoE LCVisual/Tactile
Knudsen (sub.) 12 AR IC Tactile
LC = Location Change IC = Identity Change AR = Active ReactionVoE = Violation of Expectancy AL = Anticipatory Looking
Embodiment &early Social CognitionEarly social cognitive abilities Fast developping ToM module Specific neural system activated by
Multimodal inputamodal input
1. “She said she found a monster under her chair, but [second picture] it was really the neighbor’s dog. What did she say?”
2. “He thought he found his ring, but [second picture] it was really a bottle cap. What did he think?”
Test for Complements (de Villiers & Pyers, 2002)
Embodiment & Syntax Acquisition Embodied Mind
Relevance of affective and effective systemsModal input
de VilliersSyntax as an autonomous representational
level
Vygotsky•Zone of Proximal
Development•Social Embedding•Naïve Participation
(Wertsch, 1979)
Evidence
Future issues
• explanations vs. predictions•Training studies•Vygotskian studies
Summary
Thank you
for your attention