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The study was published in the "Journal of Cognitive Neuroscience" 18:11, pp. 1947–58, a peer-reviewed scientific journal.
In 2007, PublicAffairs published Westen's "The Political Brain." The book has been widely used by political candidates and leaders around the world and is credited as having influenced campaign strategies in a number of races, beginning with the 2008 Presidential race. President Bill Clinton described it as one of the most significant books in politics he had read in a decade.
He is divorced and has two children.
(Maria) Fernanda Ferreira (born 22 September 1960) is a cognitive psychologist known for empirical investigations in psycholinguistics and language processing. Ferreira is Professor of Psychology and the Principal investigator of the Ferreira Lab at University of California, Davis.
In 1995, Ferreira was awarded the Distinguished Scientific Award for Early Career Contribution to Psychology for cognition and human learning by the American Psychological Association. She is a Fellow of the Association for Psychological Science, the Cognitive Science Society, and the Royal Society of Edinburgh (FRSE).
Ferreira received her BA (Honours) in Psychology from the University of Manitoba in 1982. She went on to complete postgraduate work at the University of Massachusetts, Amherst, obtaining degrees in Linguistics (MA 1986) and Psychology (MS 1985, PhD 1988). At U Mass Amherst. Ferreira worked under the supervision of Charles (Chuck) Clifton, Jr investigating relationships between syntactic processing and phonology. Her dissertation, "Planning and Timing in Sentence Production: The Syntax-to-Phonology Conversion," provided evidence that phonological structures and representations, rather than syntactic structures, impact the timing of sentence-level speech.
Ferreira served as Programme Director for Linguistics for the National Science Foundation from 1996-1997. From 2004 until 2006, Ferreira was the Director of the Center for the Integrated Study of Vision and Language at Michigan State University. She was Chair of Language and Cognition and Professor in Psychology at the University of Edinburgh from 2006 until 2010.
Ferreira is an editor of "Collabra: Psychology", an open access psychology journal published by the University of California Press. She is also an associate editor of the journal "Cognitive Psychology". She previously served as an associate editor of the "Journal of Experimental Psychology" (1997–2000) and the "Journal of Memory and Language" (2001–2004).
Ferreira was born in Portugal, and raised in Manitoba, Canada. She is married to John Henderson, a frequent collaborator and fellow professor at the University of California, Davis. They met whilst they both read at University of Massachusetts, Amherst. Her younger brother, Victor Ferreira, is also a psycholinguist, and a Professor of Psychology at the University of California, San Diego.
Judith F. Kroll is a Distinguished Professor of Language Science at University of California, Irvine. She specializes in psycholinguistics, focusing on second language acquisition and bilingual language processing. With Randi Martin and Suparna Rajaram, Kroll co-founded the organization Women in Cognitive Science in 2001. She is a Fellow of the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Psychonomic Society, the Society of Experimental Psychologists, and the Association for Psychological Science (APS).
Kroll's research program examines the cognitive processes underlying bilingualism. Her research has been supported by The National Science Foundation (NSF) and The National Institutes of Health (NIH). With Annette de Groot, she co-edited the "Handbook of Bilingualism: Psycholinguistic Approaches." In 2013, Kroll was awarded a Guggenheim Fellowship to conduct research exploring how learning a second language and becoming a bilingual person impacts processing of one's native language.
One of Kroll's research foci has to do with language selection in bilingual speech. She discovered that when one language is spoken, both languages are active.
Roger William Brown (April 14, 1925 – December 11, 1997) was an American psychologist. He was known for his work in social psychology and in children's language development.
Brown taught at Harvard University from 1952 until 1957 and from 1962 until 1994, and at Massachusetts Institute of Technology (MIT) from 1957 until 1962. His scholarly books include "Words and Things: An Introduction to Language" (1958), "Social Psychology" (1965), "Psycholinguistics" (1970), "A First Language: The Early Stages" (1973), and "Social Psychology: The Second Edition" (1985). He authored numerous journal articles and book chapters.
He was the doctoral adviser or a post-doctoral mentor of many researchers in child language development and psycholinguistics, including Jean Berko Gleason, Susan Ervin-Tripp, Camile Hanlon, Dan Slobin, Ursula Bellugi, Courtney Cazden, Richard F. Cromer, David McNeill, Eric Lenneberg, Colin Fraser, Eleanor Rosch (Heider), Melissa Bowerman, Steven Pinker, Kenji Hakuta, Jill de Villiers, and Peter de Villiers. A "Review of General Psychology" survey, published in 2002, ranked Brown as the 34th-most cited psychologist of the 20th century.
Born in Detroit, Brown earned an undergraduate psychology degree in 1948 and a Ph.D. in 1952 from the University of Michigan. He started his career in 1952 as an instructor and then assistant professor of psychology at Harvard University. In 1957 he left Harvard for an associate professorship at MIT, and became a full professor of psychology there in 1960. In 1962, he returned to Harvard as a full professor, and served as chair of the Department of Social Relations from 1967 to 1970. From 1974 until his retirement in 1994, he held the title of John Lindsley Professor of Psychology in Memory of William James.
Roger Brown's research and teaching focused on social psychology, the relationship between language and thought, and the linguistic development of children. The clarity, directness, and humor of his scholarly writing are often praised; Pinker describes him as "perhaps the best writer in psychology since James himself".
Brown's book "Words and Things: An Introduction to Language" (1957) examines the mutual influence of thought and language, described as "the first book on the psychology of language coming out of the cognitive revolution". His writing in this area became an inspiration for much work in the relation between language and cognition, including Eleanor Rosch (Heider)'s work on color names and color memory and Steven Pinker's 1994 book "The Language Instinct".
Brown taught social psychology and published his first textbook, "Social Psychology", in 1965. The book was completely rewritten and published in 1986 as "Social Psychology: The Second Edition". Brown also wrote an introductory textbook on psychology, co-authored with his colleague Richard Herrnstein. Pinker noted that these two books "live in publishing infamy as a lesson of what happens to textbooks that are unconventional, sophisticated, and thought-provoking: they don't sell."
Other important works by Brown include his 1976 paper on "Flashbulb Memories", concerning people's memories of what they were doing at the time they heard about major traumatic events such as the JFK assassination. The breadth of his interests is seen in the papers reprinted in his 1970 book "Psycholinguistics", which includes work with David McNeill on the 'tip of the tongue state', a study with Albert Gilman of the social factors involved in choosing familiar versus polite second-person pronouns ("tu, vous") in languages like French and Spanish, and a review of the novel "Lolita" by Harvard colleague Vladimir Nabokov.
Brown was known for the grace with which he treated and referred to his colleagues, whether junior or senior. An example of this is found in his brief autobiography: "Jerome Bruner, then as now, had the gift of providing intellectual stimulus, but also the rarer gift of giving his colleagues the strong sense that psychological problems of great antiquity were on the verge of solution that afternoon by the group there assembled."
Linguistic Determinism and the Part of Speech (1957)
In his “How Shall a Thing Be Called?” article, Brown wrote about how objects have many names, but often share a common name. He proposed the frequency-brevity principle, by which he theorized that children use words that are shorter in length because shorter words are more common for objects in the English language—for example, referring to a dog as "dog" and not "animal". He elaborated on the frequency-brevity principle and how it may be violated (for example, referring to a pineapple as "pineapple" and not "fruit"). He further argued that children progress from concrete naming to more abstract categorizations as they age.
The Pronouns of Power and Solidarity (1960)
The Tip of The Tongue Phenomenon (1966)
To test the Tip of the Tongue phenomenon empirically, Brown and David McNeill conducted a study in which they asked participants to look over a list of words and definitions and then listen to the definition one of the words on the list. Those in the “tip of the tongue” state were asked to fill out a chart assessing the related words that they are able to come up with. Brown and McNeill were able to identify two types of recall: abstract and partial, that participants exhibited when attempting to remember the target words. Abstract recall relies on the number of syllables in the target word or the location of stressed syllables in the word while partial recall relies on the number of letters the target word.
Brown was a Guggenheim Fellow in 1966–67. He was elected to the American Academy of Arts and Sciences (1963) and the National Academy of Sciences (1972). In 1971 he received the Distinguished Scientific Achievement Award of the American Psychological Association, in 1973, the G. Stanley Hall Prize in Developmental Psychology of the American Association, and in 1984, the Fyssen International Prize in Cognitive Science. He also was awarded several honorary doctorates.
Roger Brown was born in Detroit, one of four brothers. His family, like many others, was hit hard by the Depression. He attended Detroit public schools, and began undergraduate studies at the University of Michigan, but World War II interrupted his education. He joined the Navy during his freshman year, and was accepted into the V-12 program, which included midshipman training at Columbia University, and served as an ensign in the U.S. Navy. During his time in the navy, he became interested in psychology. With the help of the GI BIll, he completed his university education after the war. Brown became a dedicated opera fan, with a particular admiration for Metropolitan Opera soprano Renata Scotto.
Lila Gleitman (born December 10, 1929) is a professor emerita of psychology and linguistics at the University of Pennsylvania. She is an internationally renowned expert on language acquisition and developmental psycholinguistics, focusing on children's learning of their first language. Gleitman's research interests include, Language acquisition, morphology and syntactic structure, Psycholinguistics, syntax, and construction of the lexicon. Notable former students include Elissa Newport, Barbara Landau, and Susan Goldin-Meadow.
She was married to fellow psychologist Henry Gleitman, who was also a professor emeritus of psychology at the University of Pennsylvania, until his death on September 2, 2015.
Gleitman received a B.A. in literature from Antioch College in 1952, an M.A. in linguistics from the University of Pennsylvania in 1962, and a Ph.D. in linguistics from the University of Pennsylvania in 1967. She was employed as an assistant professor at Swarthmore College before accepting a position as the William T. Carter Professor of Education at the University of Pennsylvania from 1972 to 1973, and then subsequently serving as a professor of linguistics and as the Steven and Marcia Roth Professor of Psychology at the University of Pennsylvania from 1973 until her retirement.
The impact of Gleitman's research in language acquisition has been recognized by numerous organizations, and she has been elected as a fellow in the American Psychological Association, the Association for Psychological Science, the Society of Experimental Psychologists, the American Association for the Advancement of Science, the American Academy of Arts and Sciences, and the National Academy of Sciences. She won the David Rumelhart Prize in 2017 and also served as President of the Linguistic Society of America in 1993.
Gleitman herself describes her linguistic interests on the member page for the National Academy of Sciences below:
"One of my main interests concerns the architecture and semantic content of the mental lexicon, i.e., the psychological representation of the forms and meanings of words. My second major interest is in how children acquire both the lexicon and the syntactic structure of the native tongue."
Charles Perfetti is the director of, and Senior Scientist for, the Learning and Research Development Center at the University of Pittsburgh. His research is centered on the cognitive science of language and reading processes, including but not limited to lower- and higher-level lexical and syntactic processes and the nature of reading proficiency. He conducts cognitive behavioral studies involving ERP, fMRI and MEG imaging techniques. His goal is to develop a richer understanding of how language is processed in the brain.
This experiment was performed on twenty-one graduates from the University of Pittsburgh who were native Chinese speakers. Participants had to perform a written sentence task where they would read a sentence that interrupted the approved continuation with a relative clause. The results of what was called the norming study revealed that approval of subject verb-object continuations were high both subject extracted and object extracted clauses. Participants read experimental sentences that contain one of the two types of relative clauses. One version of experimental sentences was read within a session and the other version was read between five and ten minutes later. An electroencephalogram recording was collected for each participant who read a sentence in Chinese.
For the lexical decision task, greater activation was found in the character-writing condition more than the pinyin-writing condition. The areas of the brain that were activated are the bilateral superior parietal lobules and the inferior parietal and postcentral gyrus. The results suggest that the identifying of learned characters in the character-writing training condition promoted activation of components used for the previous training exercise before. When activation was greater in the character-writing condition for the pinyin-writing condition than the character-writing condition, it existed in the right inferior frontal gyrus. There was also activation found in the bilateral middle occipital gyri, precuneus, and left temporal gyrus for learned characters than novel characters.
In exploring the Lexical Quality Hypothesis Charles Perfetti focuses on analyzing the brain’s fundamentals of being able to read. In "Reading Ability: Lexical Quality to comprehension", Perfetti states, that differences in characteristics of word comprehension impacts reading ability and comprehension. High-lexical qualities partly involve the spelling of a word as well as the manipulation of meaning about a word which allows meaning retrieval at a rapid pace. However, low quality representations of a word promote word-related difficulties in comprehension of a text. His first set of results reveals that comprehension depends on lexical skill and describes the disconnections that focus specifically on comprehension skills. As for word linguistic processing, studies reveal skill difference are found in through the analysis of confusing word meanings.
The Event Related Potentials performed on rare vocabulary meaning unveil how skilled readers acquire words better and reveal stronger ERP indications of word learning. In addition, these results propose that there are skill differences in understanding the orthographic representation of a word. ERP results also show that there are skill differences in comprehending and processing of ordinary words. Finally, they demonstrate problems for low-skilled readers with interpreting words with prior text. In doing so, Perfetti provides findings that suggest word-knowledge impacts the processing of word meaning and comprehension.
For several semesters, Perfetti tested 800 psychology students over the course of several semesters. The students were given reading task to assess their levels of spelling, word sounding and comprehension skills. His claim was that the rate at which words are experienced and reading skill administers a readers experience with words. He found out that by making sure participants knew both meanings of homophone pairs, achievement of skilled and less skilled readers could be assessed. Furthermore, educating participants on lower exposed members of homophones can reverse the confusion of comprehension to the point that they become higher frequency words.
The results showed faster reaction times for learned and familiar words than that of unlearned and rare words while the response times for correct decisions were faster than incorrect decisions. There was a significant main effect for word type, but not for word type x relatedness. This kind of word type revealed how learners were faster at responding to related trials in the orthography-to-meaning and phonology trials. The interaction for word type x correctness revealed a difference in decision times. This was found in the orthography-to-meaning and phonology-to-meaning conditions for familiar words. The results conclude that reinforcing the words orthography might help readers recognize a word in future encounters which will influence the process of incremental learning.
John L. Locke is an American biolinguist who has contributed to the understanding of language development and the evolution of language. His work has focused on how language emerges in the social context of interaction between infants, children and caregivers, how speech and language disorders can shed light on the normal developmental process and vice versa, how brain and cognitive science can help illuminate language capability and learning, and on how the special life history of humans offers perspectives on why humans are so much more intensely social and vocally communicative than their primate relatives. In recent time he has authored widely accessible volumes designed for the general public on the nature of human communication and its origins.
Locke has studied and worked in the United States and the United Kingdom. He received a B. A. in speech communication from Ripon College in 1963, and both an M. A. and a Ph.D. in speech pathology, audiology and speech science from Ohio University in 1965 and 1968 respectively. He went on to postdoctoral fellowships in psychology at Yale University and Oxford University in the United Kingdom (UK) from 1972-74.
He is currently a Professor of Language Science at Lehman College, the City University of New York. He has previously been on the faculty at the University of Illinois, the University of Maryland, Harvard University, and at the University of Sheffield, and Cambridge University in the UK.
Locke’s research has been funded by a wide variety of sources including the National Institutes of Health, the Axe-Houghton Foundation, the James S. McDonnell Foundation, the March of Dimes, the Cape Branch Foundation, and the Commonwealth Fund. He has held significant roles in the American Speech. Language, and Hearing Association, the Linguistic Society of America, and the Society for Research in Child Development.
He has been honored as a recipient of the Science Award from Ohio University (2002) and the Faculty Recognition Award for Research and Scholarship from Lehman College (2009).
He was a founding editor of the journal Applied Psycholinguistics, and has served on numerous other editorial boards. His administrative roles have included: Director of the Interdepartmental Program in Linguistics, Lehman College, City University of New York (2003–2007), Head of the Department of Human Communication Science, University of Sheffield, Sheffield, England (1995—1998), Founding Director and Senior Research Scientist, Neurolinguistics Laboratory, Massachusetts General Hospital, Boston, Massachusetts (1984–1995), Director and Professor, Graduate Program in Communication Sciences and Disorders, MGH Institute of Health Professions (1983–1995), Director and Professor, Linguistic Institute, University of Maryland, College Park (1982), and Director, Speech and Hearing Laboratory, Institute for Child Behavior and Development, University of Illinois at Urbana-Champaign (1969–1980).
Locke is the author of two volumes that have played central roles in the understanding of child language development in a biological context, the first focused on the development of phonological capabilities, which Locke views as greatly under-emphasized in the study of the emergence of human language, and the second a far-ranging synthesis of evidence related to the acquisition of language. These works have been cited hundreds of times in the scientific literature, and have influenced works related specifically to phonological development, to language development in general, to language evolution, and to broad topics on developmental theory.
He has recently authored two additional volumes directing attention to the significance of speech communication in the modern world, (reviewed by, among others, the New York Times and the Washington Times) and to eavesdropping and gender differences in understanding of human communication and the human condition.
Maryellen MacDonald is Donald P. Hayes Professor of Psychology at the University of Wisconsin–Madison. She specializes in psycholinguistics, focusing specifically on the relationship between language comprehension and production and the role of working memory. MacDonald received a Ph.D. from the University of California, Los Angeles in 1986. She is a Fellow member of the Cognitive Science Society. She is married to fellow psychologist Mark Seidenberg and has two children.
Glenn David McNeill (born 1933 in California, United States) is an American psychologist and writer specializing in scientific research into psycholinguistics and especially the relationship of language to thought, and the gestures that accompany discourse.
David McNeill is a professor of the University of Chicago in Illinois, and a writer.
McNeill studied for and was awarded a Bachelor of Arts in 1953 and a Doctor of Philosophy in 1962, both in psychology, at the University of California, Berkeley. He went on to study at the Center for Cognitive Studies, Harvard University in 1963.
As well as being a member of Phi Beta Kappa and Sigma Xi and holding several academic fellowships including a Guggenheim Fellowship in 1973-1974, McNeill was Gustaf Stern Lecturer at the University of Göteborg, Sweden in 1999; and Vice President of the International Society for Gesture Studies from 2002–2005.
In 1995, McNeill won the Award for Outstanding Faculty Achievement, University of Chicago; and in 1995 he was awarded the Gordon J. Laing Award from the University of Chicago Press for the book "Hand and Mind".
In 2004, the National-Louis University (a multi-campus institution in Chicago) Office of Institutional Management Grants Center received an American Psychological Association Grant for Gale Stam Psychology College of Arts and Sciences to provide "a Festschrift conference honoring Professor David McNeill of the University of Chicago."
McNeill specializes in psycholinguistics, and in particular scientific research into the relationship of language to thought, and the gestures that accompany discourse.
In his research, McNeill has studied videoed discourses of the same stimulus stories being retold "together with their co-occurring spontaneous gestures" by "speakers of different languages, [...] by non-native speakers at different stages of learning English, by children at various ages, by adolescent deaf children not exposed to language models, and by speakers with neurological impairments (aphasic, right hemisphere damaged, and split-brain patients)."
This and other research has formed the subject matter of a number of books which McNeill has written through his career.
Research on the psychology of language and gesture.
The "growth point" is a key theoretical concept in McNeill's approach to psycholinguistics and is central to his work on gestures, specifically those spontaneous and unwitting hand movements that regularly accompany informal speech. The growth point, or GP, posits that gestures and speech are unified and need to be considered jointly. For McNeill, gestures are in effect (or, McNeill would say, in reality) the speaker's thought in action, and integral components of speech, not merely accompaniments or additions. Much evidence supports this idea, but its full implications have not always been recognized.
Speech and gesture, taken together, comprise minimal units of human linguistic cognition. Following Lev Vygotsky in defining a "unit" as the smallest package that retains the quality of being a whole, in this case the whole of a gesture-language unity, McNeill calls the minimal psychological unit a Growth Point because it is meant to be the initial pulse of thinking-for-(and while)-speaking, out of which a dynamic process of organization emerges. The linguistic component of speech categorizes the visual and actional imagery of the gesture; the imagery of the gesture grounds the linguistic categories in a visual spatial frame.
McNeill furthers this conception of the material carrier by turning to Maurice Merleau-Ponty for insight into the duality of gesture and language. Gesture, the instantaneous, global, nonconventional component, is "not an external accompaniment" of speech, which is the sequential, analytic, combinatoric component; it is not a "representation" of meaning, but instead meaning "inhabits" it. Merleau-Ponty links gesture and existential significance:
The link between the word and its living meaning is not an external accompaniment to intellectual processes, the meaning inhabits the word, and language 'is not an external accompaniment to intellectual processes'. We are therefore led to recognize a gestural or existential significance to speech. … Language certainly has inner content, but this is not self-subsistent and self-conscious thought. What then does language express, if it does not express thoughts? It presents or rather it "is" the subject’s taking up of a position in the world of his meanings. [emphasis in the original]
To make a gesture, from this perspective, is to bring thought into existence on a concrete plane, just as writing out a word can have a similar effect. The greater the felt departure of the thought from the immediate context, the more likely is its materialization in a gesture, because of this contribution to being. Conversely, when "newsworthiness" is minimal materialization diminishes and in some cases disappears, even though a GP is active; in these cases gestures may cease while (empty) speech continues, or vice versa, speech ceases and a vague gesture takes place. Thus, gestures are more or less elaborated and GPs more or less materialized depending on the importance of material realization to the "existence" of the thought.
Mead's Loop and the mirror neuron "twist" would be naturally selected in scenarios where sensing one's own actions as social is advantageous. For example, in imparting information to infants, where it gives the adult the sense of being an instructor as opposed to being just a doer with an onlooker, as is the case with chimpanzees. Entire cultural practices of childrearing depend upon this sense. Self-awareness as an agent is necessary for this advantage to take hold. For Mead's Loop to have been selected the adult must be sensitive to her own gestures as social actions.
McNeill's books have received coverage in a number of academic journals and in the general press.
A 1991 article in the "Chicago Reader"; a 2006 article in the "Scientific American, Mind" magazine; and a 2008 article in "Boston Globe" describe McNeill's work on the language of gesture in detail.
"The Acquisition of Language" was reviewed in the "International Journal of Language & Communication Disorders" in 1971.
"The Conceptual Basis of Language" was reviewed in "The Conceptual Basis of Language" in 1980.
"Hand and Mind" was reviewed in "Language and Speech"; the "American Journal of Psychology"; and "Language" in 1994.
"Gesture and Thought" was reviewed in "Language in Society" and "Metaphor and Symbol" in 2007.
Aniruddh (Ani) D. Patel is a cognitive psychologist known for his research on music cognition and the cognitive neuroscience of music. He is Professor of Psychology at Tufts University. From a background in evolutionary biology, his work includes empirical research, theoretical studies, brain imaging techniques, and acoustical analysis applied to areas such as cognitive musicology (how humans process music), parallel relationships between music and language, and evolutionary musicology (cross-species comparisons). Patel received a Guggenheim Fellowship in 2018 to support his work on the evolution of musical cognition.
Patel received the Deems Taylor Award from the American Society of Composers, Authors and Publishers, and the Music Has Power Award from the Institute for Music and Neurologic Function for his 2008 book, "Music, Language and the Brain." Oliver Sacks considered "Music, Language, and the Brain" "a major synthesis that will be indispensable to neuroscientists." Josh McDermott, head of MIT's Laboratory for Computational Audition, found Patel's focus on the syntax of music and language with its potential for revelations into similarities in their underlying mechanical operations especially significant. Ray Jackendoff, co-author with Fred Lerdahl of "A Generative Theory of Tonal Music", suggested a cautious approach in distinguishing parallels between music and language without accounting for other cognitive domains that may share such capacities.
Following graduate school, Patel joined The Neurosciences Institute in San Diego, CA, under the direction of Gerald Edelman. In 2005, he was appointed the Esther J. Burnham Senior Fellow, and he remained at the Institute until 2012 when he joined Tufts University as an Associate Professor in the Department of Psychology. At Tufts, he is a participating member of the Stibel Dennett Consortium, a faculty group that encourages teaching initiatives and scholarship relating to the brain and cognition. In addition to research and academic activities, Patel is been active in a number of related organizations. From 2009-2011, he was president of the Society for Music Perception and Cognition (SMPC), an organization dedicated to the study of musical cognition.
Patel is a Fellow at the Canadian Institute for Advanced Research (CIFAR), a global research organization that recognizes and supports international, innovative, high-impact research. He was named a Fellow of the Radcliffe Institute for Advanced Studies (Social Sciences) for 2018-2019 and was a Visiting Scholar in the Department of Human Evolutionary Biology at Harvard University.
With John Iversen and others, Patel has explored how brain mechanisms perceive and process rhythm as well as the relationship of music and language processing. A 2021 study with J.J. Cannon focuses on how beat anticipation is neurally implemented by processes occurring in the supplementary motor area and the dorsal striatum.
A significant area of interest for Patel concerns communications among and across species, and the evolutionary roots of human language and music. His search for the origins of rhythm (beat) and melody have led to explorations of the vocal and rhythmic behavior of monkeys, birds, and parrots. After failing to find anticipated rhythmic correlational correspondences in chimpanzees, Patel was surprised to learn about Snowball, a cockatoo with a fine sense of rhythm. By 2019, he had not only studied the cockatoo's timing but also the creativity involved in its various moves.
An especially informative video episode is part of a MathScienceMusic series from New York University. Patel provides the Normalized Pairwise Variability Index (nPVI) equation long used by linguists to compare patterns in speech. After establishing stylistic contrasts in stress patterns in French and English spoken language, he applies the formula to musical compositions by native composers of both countries. While strong contrasts are found in the language examples, similar although weaker contrasts are found in the musical excerpts. The strength of this comparison is particularly important because the musical contrasts do not rely on beat, pulse or other characteristic aspects of music that are not found in language. Rather they demonstrate a parallel with the prevalent characteristics of the stressed and unstressed syllables of the spoken language.
Susan Moore Ervin-Tripp (1927–2018) was an American linguist whose psycholinguistic and sociolinguistic research focused on the relation between language use and the development of linguistic forms, especially the developmental changes and structure of interpersonal talk among children.
Born Susan Moore Ervin on June 29, 1927, in Minneapolis, Minnesota, she earned her undergraduate degree in Art History at Vassar College. She earned a PhD from the University of Michigan in 1955 for her thesis, entitled "The Verbal Behaviour of Bilinguals: The Effect of Language of Report upon the Thematic Apperception Test Stories of Adult French Bilinguals", under the supervision of Theodore Newcomb. She taught at the University of California at Berkeley. In her academic work she conducted research on child language acquisition and bilingualism among children and has made contributions to the fields of linguistics, psychology, child development, sociology, anthropology, rhetoric, and women's studies.
She was a doctoral advisor of Daniel Kahneman, a 2002 Nobel Prize winner.
Ervin-Tripp was a Guggenheim Fellow in 1974.
A festschrift dedicated to Ervin-Tripp was published in 1996.
A tribute to the work of Susan Ervin-Tripp with a comprehensive bibliography was published by A. Kyratzis in 2020.
Charles Egerton Osgood (20 November 1916 – 15 September 1991) was an American psychologist and professor at the University of Illinois. He was known for his research on behaviourism versus cognitivism, semantics (he introduced the term "semantic differential), cross-culturalism, psycholinguistic theory, and peace studies. He is credited with helping in the early development of psycholinguistics. Charles Osgood was recognized distinguished and highly honored psychologist throughout his career.
Charles Egerton Osgood was born in Somerville, Massachusetts, on 20 November 1916. His father was a manager at the Jordan Marsh department store in Boston. Osgood described having an unhappy childhood as his parents were divorced by the time he was six. When he was ten, his aunt, Grace Osgood, gave him a copy of Roget's "Thesaurus". This gift was described by Osgood an “object of aesthetic pleasure”, sparking his fascination with words and their meanings.
Osgood attended Brookline High School, where he began writing for the school newspaper, and eventually founded a school magazine. Osgood attended Dartmouth College where he intended to graduate and work as a writer for newspapers. During his second year, he enrolled in a class taught by Theodore Karwoski, thus inspiring him to switch his major in order to pursue a degree in psychology.
Charles Osgood earned his B.A. in 1939 from Dartmouth, and in the same year, married Cynthia Luella Thornton. Osgood then went on to study at Yale University where he completed his Ph.D. in 1945. During his time at Yale, he worked as an assistant for Robert Sears, and collaborated with the likes of Arnold Gesell, Walter Miles, Charles Morris, and Irvin Child. However, the person with the greatest influence on his career and future work was Clark Hull. Though Osgood was heavily influenced through working alongside Hull; he stated the experience was one of the determining reasons for him pursuing a career as a researcher, rather than a clinician.
In addition to this,Osgood completed a fellowship at the Center for Advanced Study in the Behavioral Sciences at Stanford University from 1958 to 1959; and was given an honorary doctorate from the Dartmouth College in 1962. Osgood also acted as a visiting professor at the University of Hawaii from 1964 to 1965.
Charles Osgood's career ended somewhat abruptly and prematurely after developing an acute case of Korsakoff's syndrome. He was left with severe anterograde amnesia, but recovered well enough to continue working, though in a much lighter capacity as he was restricted to working from home.
Toward the end of his career, Osgood decided to devote his time to three main projects. With the help of other scholars, Osgood intended on completing the interpretation of data obtained from the cross-cultural project; along with publishing 2 books, one of them, a summary of his theory of psycholinguistics (to be titled "Toward an Abstract Performance Grammar"), and the other on international affairs. Osgood was never able to complete any of these due to the effects of his illness, which, after a few years, forced him into complete retirement, until his death on September 15, 1991.
Osgood worked on many studies mainly on cross-cultural studies in different aspects. He devoted most of his time to studies regarding Social Psychology, Cognitive-Behaviour Psychology and also on Psycholinguistics. He was renowned for four of his major works and these works have pathed the way for future researchers by facilitating them for validating their works with researches tools proposed by Osgood, also promoting international research studies on cross-cultural topics.
Osgood's Mediation theory—The psycholinguistics foundations in human behaviour and communication process.
Osgood proposed the mediation theory which suggested that the physical stimuli exist in our environment have elicited our internal response and lead to our interpretation of the underlined meaning of those presented stimulus. With our 3-level of thought process, we will have our internal stimuli, which are our thoughts and emotion towards the physical stimulus and the internal stimulus will bring up the outward response(s), which are visible feedbacks to the physical stimulus in the environment. Osgood also suggested that by measuring the visible outward response we can determine the intensity of emotion that has been brought up by the physical stimulus.
Osgood also proposed a two-stage Meditation learning theory in the language acquisition process in 1954. The theory suggested that the use of language is an expression of mental process which is related to the cultural context of an individual. It suggested that the language acquisition process involves coding and decoding of the psychological structure within the language. His research in language, cognition, and neurophysiology had provided insight into future studies about multilingual language acquisition with a cross-cultural framework.
Osgood introduced a semantic technique for researchers to measure the connotative meaning of objects and concepts from the human Ecology aspect. The Semantic differential technique focused on three affective dimensions of Evaluation, Potency, and Activity (E-P-A) to evaluate social and cultural related concepts in a valid and reliable way. The practice of the semantic differential technique is being used broadly in social and behavioural science studies.
Development of the atlas of affectivemeanings (1960s–1980s).
To further improve the validity of the semantic differential technique, Osgood took the lead to develop the Atlas of Affective Meanings project from the 1960s to the 1980s. The project is indices of the affective meanings with 20 basic and derived measures of over 600 functionally equivalent concepts by analyzing over 30 language/culture communities from Mexico, Brazil, Japan, Hong Kong, Thailand, India, Iran, Lebanon, Israel, Turkey, Greece, Yugoslavia, Italy, Spain, Portugal, France, German, Netherlands, Finland, etc.
With the development of the Atlas, affective meanings are used as universal functional markers with the E-P-A dimension and they have high validity in measuring indigenous and cross-cultural comparisons. These affective meanings are being widely applied on social-cultural studies on social dynamics, international communication, mental illness stigma and connotation of racial concepts, etc. It has a great contribution to the development of cross-cultural researches and also international communications.