Linguistic Unit Representation in the Brain

10 Questions

What is the term used to describe the cortical network emerging from the merger of the perisylvian word form circuit and the temporal-occipital object circuit?

Augustinian semantic network or object word circuit

According to Wittgenstein's learning paradigm, how do children learn the meaning of action words?

Through action embedding of language, where the child performs an action and hears words spoken by adults.

What is extracted from situations where the learner is told the word while performing the action?

Aspects of the meaning of action words

What do neuroscience principles imply about the emergence of cortical circuits during word-object learning and word-action correspondence learning?

That these circuits emerge, respectively, during word-object learning and during learning of word-action correspondences.

What can be understood as schematic representations of actions and objects at the psychological level?

Semantic circuits

What is the primary purpose of investigating the semantic properties of words in psychology?

To assess the emotional and action-related aspects of their meaning.

What method is used to assess the semantic features of words and symbols in psychology?

Subjects are asked to rate and judge aspects of word meanings and semantic similarity.

What is the expected outcome if Wittgenstein's proposal is correct?

High correlations between semantic action-relatedness of words and their emotional meaning.

What are some common semantic features assessed in word stimuli?

Imageability, concreteness, action-relatedness, valence, and arousal.

What is the significance of using multiple subjects to rate word meanings in semantic research?

It provides a more objective and consistent understanding of word meanings within a speech community.

Study Notes

Neurobiological Model of Language Acquisition

Each cortical cell assembly representing a linguistic unit has an associated subcortical, striato-thalamic loop attached to it, which is important for self-supporting the circuit's activity and competing with other circuits.
The subcortical loop provides a relay station for linking linguistic information and emotional meaning.

Cortical Lexical Circuits and Emotion Circuits

Correlation between activity in the limbic system and language areas of cortex leads to the association of cortical lexical circuits and emotion circuits.
Each view seems to be appropriate for specific kinds of words.

Semantic Word Kinds and Neurobiological Model

It is necessary to recognize differences between semantic word kinds, as suggested by Wittgenstein.
The neurobiological model may provide a guideline for distinguishing some of the relevant types.

Brain's Subdivision and Semantic Types

The general distinction between action- and perception-related knowledge and corresponding semantic types is directly reflected in the brain's subdivision into frontal, action-related and posterior (temporal, parietal, and occipital), perception-related areas.

Word-Object Paradigm and Criticisms

The word-object paradigm of word learning has been amply criticized by linguists and psycholinguists.
Perceptual features may be insufficient for learning the meaning of verbs, and action features are equally critical.

Action Embedding of Language

A learning paradigm highlighted by Wittgenstein emphasizes action embedding of language.
The child performs an action (with criterion-status for the presence of a feeling) and hears words spoken by adults, allowing the learning of word–action correspondence.

Cortical Cell Assemblies and Semantic Circuits

The left panel of Fig. 2 shows the kind of cortical network emerging after merging of perisylvian word form circuit and temporal-occipital object circuit.
This can be called an Augustinian semantic network, or object word circuit.
Neuroscience principles of synaptic learning and cortical connectivity imply that these types of circuits emerge, respectively, during word-object learning and during learning of word–action correspondences.