Arquivo da tag: Linguística

Relação entre interações sociais e mudanças gramaticais (Fapesp)

Contrariando teorias da sociolinguística, estudo sugere que adultos integrados em diferentes nichos sociais acompanham evolução da língua

08/05/2012

Por Karina Toledo

Agência FAPESP – Poderia um indivíduo adulto mudar sua gramática ao longo da vida? Para responder a essa pergunta, a professora Maria Célia Lima-Hernandes, da Faculdade de Filosofia, Letras e Ciências Humanas, da Universidade de São Paulo (USP), deu início à pesquisa que resultou no livroIndivíduo, Sociedade e Língua – Cara, tipo assim, fala sério!.

Recém-lançada pela Edusp, com auxílio da FAPESP, a obra é uma versão revista da tese de doutorado defendida por Lima-Hernandes em 2005, no Instituto de Estudos de Linguagem da Universidade Estadual de Campinas (Unicamp).

A autora investiga se um mesmo grupo de pessoas poderia ter sua gramática alterada em um espaço de 20 anos. Quatro palavras de base comparativa – “como”, “igual”, “feito” e “tipo” – foram escolhidas para testar a hipótese de que contatos sociais mais extensos desencadeariam mudanças na gramática da língua falada por adultos independentemente da idade, do sexo ou do grau de escolaridade.

“A teoria até então predominante na sociolinguística era a de que as mudanças na gramática seriam resultado da rebeldia adolescente. Os jovens, por acharem os pais caretas, procurariam usos inovadores para as palavras. Isso foi recentemente questionado por William Labov, professor da Universidade da Pensilvânia e precursor da Sociolinguística Quantitativa”, disse Lima-Hernandes.

Já para a corrente teórica liderada pelo linguista e filósofo Noam Chomsky, é a criança a força transformadora da língua. “A criança interpretaria as construções de um modo diferente produzindo uma nova gramática”, explicou Lima-Hernandes.

Mas, nas pesquisas que realizou antes mesmo de dar início ao doutorado, a autora encontrou evidências de mudanças linguísticas na idade adulta em várias línguas do mundo.

A confirmação veio quando comparou entrevistas de um grupo de 36 moradores do subúrbio do Rio de Janeiro que, 20 anos antes, haviam sido objeto de estudo do grupo de sua orientadora, Maria Luiza Braga, professora da Universidade Federal do Rio de Janeiro (UFRJ).

Lima-Hernandes observou inicialmente que usos inovadores da palavra “tipo” podiam ter sua incorporação na fala relacionada ao tipo de vida social que os falantes desenvolviam.

“Algumas pessoas simplesmente haviam parado de usar a palavra “tipo” ou só a usavam em suas categorias e funções normatizadas. Essas eram as que mantinham um círculo social restrito. Já as que tinham contato com pessoas de diferentes idades e participavam de nichos sociais variados usavam todos os tipos de “tipo”, ou seja, acompanharam a evolução da língua mesmo na idade adulta”, disse.

Por meio da análise de documentos históricos que datam do século 13 ao século 20, Lima-Hernandes resgatou também a trajetória de evolução das palavras “como”, “igual”, “feito” e “tipo”, mostrando os diferentes usos que surgiram com o passar dos anos.

“É possível perceber que a mudança no uso das palavras não vai em qualquer direção, não é aberta à criatividade aleatória como se pensa, mas respeita princípios cognitivos. O novo uso tem de estar ligado, de alguma forma, ao seu traço etimológico resiliente, ainda que os falantes não tenham a mínima consciência disso”, disse.

Indivíduo, Sociedade e Língua – Cara, tipo assim, fala sério!
Autora: Maria Célia Lima-Hernandes
Lançamento: dezembro de 2011
Preço: R$ 45
Páginas: 232

Mais informações: www.edusp.com.br/detlivro.asp?ID=413216

See Dan read: Baboons can learn to spot real words (Guardian)

AP foreign, Saturday April 14 2012 (The Guardian)

SETH BORENSTEIN

AP Science Writer= WASHINGTON (AP) — Dan the baboon sits in front of a computer screen. The letters BRRU pop up. With a quick and almost dismissive tap, the monkey signals it’s not a word. Correct. Next comes, ITCS. Again, not a word. Finally KITE comes up.

He pauses and hits a green oval to show it’s a word. In the space of just a few seconds, Dan has demonstrated a mastery of what some experts say is a form of pre-reading and walks away rewarded with a treat of dried wheat.

Dan is part of new research that shows baboons are able to pick up the first step in reading — identifying recurring patterns and determining which four-letter combinations are words and which are just gobbledygook.

The study shows that reading’s early steps are far more instinctive than scientists first thought and it also indicates that non-human primates may be smarter than we give them credit for.

“They’ve got the hang of this thing,” said Jonathan Grainger, a French scientist and lead author of the research.

Baboons and other monkeys are good pattern finders and what they are doing may be what we first do in recognizing words.

It’s still a far cry from real reading. They don’t understand what these words mean, and are just breaking them down into parts, said Grainger, a cognitive psychologist at the Aix-Marseille University in France.

In 300,000 tests, the six baboons distinguished between real and fake words about three-out-of-four times, according to the study published in Thursday’s journal Science.

The 4-year-old Dan, the star of the bunch and about the equivalent age of a human teenager, got 80 percent of the words right and learned 308 four-letter words.

The baboons are rewarded with food when they press the right spot on the screen: A blue plus sign for bogus combos or a green oval for real words.

Even though the experiments were done in France, the researchers used English words because it is the language of science, Grainger said.

The key is that these animals not only learned by trial and error which letter combinations were correct, but they also noticed which letters tend to go together to form real words, such as SH but not FX, said Grainger. So even when new words were sprung on them, they did a better job at figuring out which were real.

Grainger said a pre-existing capacity in the brain may allow them to recognize patterns and objects, and perhaps that’s how we humans also first learn to read.

The study’s results were called “extraordinarily exciting” by another language researcher, psychology professor Stanislas Dehaene at the College of France, who wasn’t part of this study. He said Grainger’s finding makes sense. Dehaene’s earlier work says a distinct part of the brain visually recognizes the forms of words. The new work indicates this is also likely in a non-human primate.

This new study also tells us a lot about our distant primate relatives.

“They have shown repeatedly amazing cognitive abilities,” said study co-author Joel Fagot, a researcher at the French National Center for Scientific Research.

Bill Hopkins, a professor of psychology at the Yerkes Primate Center in Atlanta, isn’t surprised.

“We tend to underestimate what their capacities are,” said Hopkins, who wasn’t part of the French research team. “Non-human primates are really specialized in the visual domain and this is an example of that.”

This raises interesting questions about how the complex primate mind works without language or what we think of as language, Hopkins said. While we use language to solve problems in our heads, such as deciphering words, it seems that baboons use a “remarkably sophisticated” method to attack problems without language, he said.

Key to the success of the experiment was a change in the testing technique, the researchers said. The baboons weren’t put in the computer stations and forced to take the test. Instead, they could choose when they wanted to work, going to one of the 10 computer booths at any time, even in the middle of the night.

The most ambitious baboons test 3,000 times a day; the laziest only 400.

The advantage of this type of experiment setup, which can be considered more humane, is that researchers get far more trials in a shorter time period, he said.

“They come because they want to,” Fagot said. “What do they want? They want some food. They want to solve some task.”

Government Bureaucrats Still Unable to Write or Speak in Plain Language (Reason/Washington Post)

Ed Krayewski | April 10, 2012

Government transparencyThis week federal agencies are supposed to update Congress on progress made in implementing the Plain Writing Act, passed in 2010, which mandates that government documents be written in clear, plain language, not impenetrable legalese. The Washington Post reports federal agencies are a long way off from compliance.

Why? From the Post:

[W]ith no penalty for inaction on the agencies’ part, advocates worry that plain writing has fallen to the bottom of the to-do list, like many another unfunded mandate imposed by Congress. They say many agencies have heeded the 2010 law merely by appointing officials, creating working groups and setting up Web sites.

In Plain English, that means the law lacks the substance to prevent federal agencies from simply creating new bureaucracies to say they’re in compliance with it, kind of like the “Paperwork Reduction Act” notice at the end of government forms.

*   *   *

Advocates of the Plain Writing Act prod federal agencies to keep it simple (Washington Post)

By Lisa Rein, Published: April 8

Federal agencies must report their progress this week in complying with the Plain Writing Act, a new decree that government officials communicate more conversationally with the public.Speaking plainly, they ain’t there yet.

Which leaves, in the eyes of some, a basic and critical flaw in how the country runs. “Government is all about telling people what to do,” said Annetta Cheek, a retired federal worker from Falls Church and longtime evangelist for plain writing. “If you don’t write clearly, they’re not going to do it.”

But advocates such as Cheek estimate that federal officials have translated just 10 percent of their forms, letters, directives and other documents into “clear Government communication that the public can understand and use,” as the law requires.Official communications must now employ the active voice, avoid double negatives and use personal pronouns. “Addressees” must now become, simply, “you.” Clunky coinages like “incentivizing” (first known usage 1970) are a no-no. The Code of Federal Regulations no longer goes by the abbreviation CFR.

But with no penalty for inaction on the agencies’ part, advocates worry that plain writing has fallen to the bottom of the to-do list, like many another unfunded mandate imposed by Congress. They say many agencies have heeded the 2010 law merely by appointing officials, creating working groups and setting up Web sites.

What’s more, the law’s demand for clearer language seems like make-work to skeptics who say there is no money to pay for the promotion of clarity and that the status quo is the best path to accuracy.

“It’s definitely an ongoing battle,” said Glenn Ellmers, plain-writing coordinator for the Nuclear Regulatory Commission. “We’re trying pretty hard. But when you’re talking about something as complex as a nuclear power plant, you can’t get around specialized language. The really technical people take a little pride in using it.”

As a concession to them, the commission is simplifying only the cover letters of plant inspection reports, while leaving intact the highly technical and all-but-impenetrable text of the actual documents.

“Part of this is we have a change in culture,” said Ed Burbol, the Defense Department’s plain-language coordinator, who oversees two full-time staff members assigned to promoting clearer communication. “We’re going to encounter resistance.”

A retired lieutenant colonel in the Air Force, Burbol acknowledged that “some people here can write very well and some people can’t write at all,” a problem he attributes to the large number of service members who return to work as civilians.

Consider the next sentence: “This subpart identifies those products in which the Administrator has found an unsafe condition as described in Sec. 39.1 and, as appropriate, prescribes inspections and the conditions and limitations, if any, under which those products may continue to be operated.”

And here’s the revision of the sentence, a Federal Aviation Administration guideline, by the nonprofit Center for Plain Language: “Airworthiness directives specify inspections you must carry out, conditions and limitations you must comply with, and any actions you must take to resolve an unsafe condition.”

Cheek, the retired federal worker, still devotes at least 20 hours a week to the tiny nonprofit plain-language center she founded for federal employees. To inspire healthy competition when the law passed two years ago, the group started giving out annual awards for the best and worst of government-speak, including a Turn-Around prize for most improved agency. The annual ClearMark awards banquet, scheduled this year for May 22, is held at the National Press Club.In this era of shrinking government, advocates of plain writing say their causecan actually save money.

They cite Washington state’s “Plain Talk” program: A revamped letter tripled the number of businesses paying a commonly ignored use tax, bringing $2 million in new revenue in a year, according to law professor Joseph Kimble, author of a forthcoming book on the benefits of plain language.

And after the Department of Veterans Affairs revised one of its letters, calls to a regional call center dropped from about 1,100 a year to about 200, Kimble said.“People complain about government red tape and getting government out of your hair,” said Rep. Bruce Braley (D-Iowa), House sponsor of the Plain Writing Act. “If every one of these forms was written in plain language, the number of contacts to federal agencies would plummet.” He’s started a “Stop B.S.” (for “Bureaucrat Speak”) campaign soliciting examples of badly written public documents.

The law exempts regulations from its mandate for clearer communication, although last fall the Obama administration ordered agencies to write a summary of their technical proposed or final regulations, and post it at the top of the text.

But Braley says that’s not enough. He’s introduced a bill to extend the law to the full text of regulations so ordinary people can understand them.

Americans have always loved plain talkers. But at some point, scholars point out, inscrutable language became associated with high status.

“A lot of people in government wield their jargon to make themselves seem very impressive,” said Karen Schriver, a plain-language expert at Carnegie Mellon University.

There have been many attempts to turn this trend around, including at the presidential level. Richard Nixon required that the Federal Register be written in “layman’s terms.” Jimmy Carter issued executive orders to make government regulations “cost-effective” and easy to understand. (Ronald Reagan rescinded the orders.)

The Clinton White House revived plain language as a major initiative, and Vice President Al Gore presented monthly “No Gobbledygook” awards to federal workers who translated jargon into readable language.

None of these efforts stuck, although some agencies — including Veterans Affairs and the Internal Revenue Service — took the mission seriously. The IRS won the Center for Plain Language’s top prize last year for “intelligible writing in public life.”

And then there is the difficulty of promoting revision while preserving precision. At a January meeting of the Plain Language Information & Action Network, a group of federal employees devoted to the cause, members from 20 federal agencies listened as Meredith Weberg, an editor at the Veterans Affairs inspector general’s office, described how she butted up against an “obstinate” boss.

In attempting to simplify a handbook for auditors, Weberg changed “concur” and “not concur” to “agree” and “disagree.” The manager changed it back.

One of her allies in the cause of plain writing had to, well, concur with the boss’s decision. “A concurring opinion says Justice so-and-so agrees with the conclusion of the court,” said Ken Meardan, who writes regulations for the Agriculture Department. “He may not agree” with the reasoning.

Weberg said she let this one go.

The new law is hitting larger obstacles.

“They didn’t really make it plain as to what my responsibilities are,” said the newly appointed plain-language coordinator at the Department of Transportation, describing her assignment from management. She looked bewildered.

Her counterpart at the U.S. Agency for International Development had an even bigger problem: She could not get behind an electronic firewall for online training.

“We have a lot of classified information,” Christine Brown told the group. “We’re not getting very far with this. No one has the resources.”

USAID has appointed a plain-language committee. But it is just starting to train its members to write plainly.

“A lot of people didn’t think this was the kind of thing you should do a law about,” Cheek said. “We’ll see if it works.”

As linguagens da psicose (Revista Fapesp)

Abordagem matemática evidencia as diferenças entre os discursos de quem tem mania ou esquizofrenia

CARLOS FIORAVANTI | Edição 194 – Abril de 2012

Como o estudo foi feito: os entrevistados relatavam um sonho e a entrevistadora convertia as palavras mais importantes em pontos e as frases em setas para examinar a estrutura da linguagem

Para os psiquiatras e para a maioria das pessoas, é relativamente fácil diferenciar uma pessoa com psicose de quem não apresentou nenhum distúrbio mental já diagnosticado: as do primeiro grupo relatam delírios e alucinações e por vezes se apresentam como messias que vão salvar o mundo. Porém, diferenciar os dois tipos de psicose – mania e esquizofrenia – já não é tão simples e exige um bocado de experiência pessoal, conhecimento e intuição dos especialistas. Uma abordagem matemática desenvolvida no Instituto do Cérebro da Universidade Federal do Rio Grande do Norte (UFRN) talvez facilite essa diferenciação, fundamental para estabelecer os tratamentos mais adequados para cada enfermidade, ao avaliar de modo quantitativo as diferenças nas estruturas de linguagem verbal adotadas por quem tem mania ou esquizofrenia.

A estratégia de análise – com base na teoria dos grafos, que representou as palavras como pontos e a sequência entre elas nas frases por setas – indicou que as pessoas com mania são muito mais prolixas e repetitivas do que as com esquizofrenia, geralmente lacônicas e centradas em um único assunto, sem deixar o pensamento viajar. “A recorrência é uma marca do discurso do paciente com mania, que conta três ou quatro vezes a mesma coisa, enquanto aquele com esquizofrenia fala objetivamente o que tem para falar, sem se desviar, e tem um discurso pobre em sentidos”, diz a psiquiatra Natália Mota, pesquisadora do instituto. “Em cada grupo”, diz Sidarta Ribeiro, diretor do instituto, “o número de palavras, a estrutura da linguagem e outros indicadores são completamente distintos”.

Eles acreditam que conseguiram dar os primeiros passos rumo a uma forma objetiva de diferenciar as duas formas de psicose, do mesmo modo que um hemograma é usado para atestar uma doença infecciosa, desde que os próximos testes, com uma amostra maior de participantes, reforcem a consistência dessa abordagem e os médicos consintam em trabalhar com um assistente desse tipo. Os testes comparativos descritos em um artigo recém-publicado na revista PLoS One indicaram que essa nova abordagem proporciona taxas de acerto da ordem de 93% no diagnóstico, enquanto as escalas psicométricas hoje em uso, com base em questionários de avaliação de sintomas, chegam a apenas 67%. “São métodos complementares”, diz Natália. “As escalas psicométricas e a experiência dos médicos continuam indispensáveis.”

“O resultado é bastante simples, mesmo para quem não entende matemática”, diz o físico Mauro Copelli, da Universidade Federal de Pernambuco (UFPE), que participou desse trabalho. O discurso das pessoas com mania se mostra como um emaranhado de pontos e linhas, enquanto o das com esquizofrenia se apresenta como uma reta, com poucos pontos. A teoria dos grafos, que levou a esses diagramas, tem sido usada há séculos para examinar as trajetórias pelas quais um viajante poderia visitar todas as cidades de uma região, por exemplo. Mais recentemente, tem servido para otimizar o tráfego aéreo, considerando os aeroportos como um conjunto de pontos ou nós conectados entre si por meio dos aviões.

“Na primeira vez que rodei o programa de grafos, as diferenças de linguagem saltaram aos olhos”, conta Natália. Em 2007, ao terminar o curso de medicina e começar a residência médica em psiquiatria no hospital da UFRN, Natália notava que muitos diagnósticos diferenciais de mania e de esquizofrenia dependiam da experiência pessoal e de julgamentos subjetivos dos médicos – os que trabalhavam mais com pacientes com esquizofrenia tendiam a encontrar mais casos de esquizofrenia e menos de mania – e muitas vezes não havia consenso. Já se sabia que as pessoas com mania falam mais e se desviam do tópico central muito mais facilmente que as com esquizofrenia, mas isso lhe pareceu genérico demais. 
Em um congresso científico em 2008 em Fortaleza ela conversou com Copelli, que já colaborava com Ribeiro e a incentivou a trabalhar com grafos. No início ela resistiu, por causa da pouca familiaridade com matemática, mas logo depois a nova teoria lhe pareceu simples e prática.

Para levar o trabalho adiante, ela gravou e, com a ajuda de Nathália Lemos e Ana Cardina Pieretti, transcreveu as entrevistas com 24 pessoas 
(oito com mania, oito com esquizofrenia e oito sem qualquer distúrbio mental diagnosticado), a quem pedia para relatar um sonho; qualquer comentário fora desse tema era considerado um voo da imaginação, bastante comum entre as pessoas com mania.

“Já na transcrição, os relatos dos pacientes com mania eram claramente maiores que os com esquizofrenia”, diz. Em seguida, ela eliminou elementos menos importantes como artigos e preposições, dividiu a frase em sujeito, verbo e objetos, representados por pontos ou nós, enquanto a sequência entre elas na frase era representada por setas, unindo dois nós, e assinalou as que não se referiam ao tema central do relato, ou seja, o sonho recente que ela pedira para os entrevistados contarem, e marcavam um desvio do pensamento, comum entre as pessoas com mania.

Um programa específico para grafos baixado de graça na internet indicava as características relevantes para análise – ou atributos – e representava as principais diferenças de discurso entre os participantes, como quantidades de nós, extensão e densidade das conexões entre os pontos, recorrência, prolixidade (ou logorreia) e desvio do tópico central. “É supersimples”, assegura Natália. Nas validações e análises dos resultados, ela contou também com a colaboração de Osame Kinouchi, da Universidade de São Paulo (USP) em Ribeirão Preto, e Guillermo Cecchi, do Centro de Biologia Computacional da IBM, Estados Unidos.

Resultado: as pessoas com mania obtiveram uma pontuação maior que as com esquizofrenia em quase todos os itens avaliados. “A logorreia típica de pacientes com mania não resulta só do excesso de palavras, mas de um discurso que volta sempre ao mesmo tópico, em comparação com o grupo com esquizofrenia”, ela observou. Curiosamente, os participantes do grupo-controle, sem distúrbio mental diagnosticado, apresentaram estruturas discursivas de dois tipos, ora redundantes como os participantes com mania, ora enxutas como os com esquizofrenia, refletindo as diferenças entre suas personalidades ou a motivação para, naquele momento, falar mais ou menos. “A patologia define o discurso, não é nenhuma novidade”, diz ela. “Os psiquiatras são treinados para reconhecer essas diferenças, mas dificilmente poderão dizer que a recorrência de um paciente com mania está 28% menor, por mais experientes que sejam.”

“O ambiente interdisciplinar do instituto foi essencial para realizar esse estudo, porque eu estava todo dia trocando ideias com gente de outras áreas. Nivaldo Vasconcelos, um engenheiro de computação, me ajudou muito”, diz ela. O Instituto do Cérebro, em funcionamento desde 2007, conta atualmente com 13 professores, 22 estudantes de graduação e 42 de pós, 8 pós-doutorandos e 30 técnicos. “Vencidas as dificuldades iniciais, conseguimos formar um grupo de pesquisadores jovens e talentosos”, comemora Ribeiro. “A casa em que estamos agora tem um jardim amplo, e muitas noites ficamos lá até as duas, três da manhã, falando sobre ciência e tomando chimarrão.”

Artigo científico
MOTA, N.B. et al
Speech graphs provide 
a quantitative measure of thought disorder 
in psychosis. PLoS ONE (no prelo).

Guerra linguística na Espanha (2004)

Camps pide una entrevista urgente a Zapatero para exigir respeto al valenciano (Terra Notícias)

12/11/2004

Tras constatar que el Gobierno hacía explícita su cesión ante el ultimátum lanzado por ERC, Camps advirtió ayer de que la denominación del valenciano ‘es innegociable’ y que la Generalitat ‘no va a permitir que en ninguna instancia o ámbito’ desaparezca esta denominación para referirse a la lengua que se habla en la Autonomía que gobierna.

Camps recordó que la Constitución y el Estatuto de Autonomía reconocen el valenciano como una de las cuatro lenguas cooficiales del Estado, por cuanto ‘recurrirá cualquier documento, memorándum o ponencia’ que contravenga la ley ‘en menosprecio de unas señas de indentidad que no serán moneda de cambio de nadie’.

El aviso de Camps llegó después de un día entero a la espera de una aclaración oficial sobre el contenido de la reunión de urgencia celebrada el martes entre Zapatero, Carod-Rovira y Josep Bargalló, en la que, según los republicanos, el presidente del Gobierno dio marcha atrás en su decisión de reconocer el valenciano en la UE, pese a haber elevado ya un ejemplar de la Constitución Europea traducido a esa lengua.

La Generalitat valenciana dio su respuesta después de que el secretario de Estado de Asuntos Europeos, Alberto Navarro, confirmara que el Gobierno decidirá el próximo día 22 una ‘denominación única’ para referirse al valenciano y al catalán en el memorándum sobre diversidad lingüística que presentará a la UE.

Camps consideró que esa decisión es un golpe en la línea de flotación del modelo territorial vigente, ya que ‘pone en riesgo el modelo autonómico porque cuestiona la competencia de exclusividad que la Generalitat tiene sobre la lengua valenciana’. En esta línea, Camps señaló que la polémica ‘afecta muy mal’ al clima de entendimiento y cordialidad sobre el que ha de debatirse la reforma de los Estatutos y de la Constitución promovida por el Ejecutivo.

‘Zapatero ha vuelto a ceder ante los radicales, ya lo hizo con la derogación del trasvase del Ebro, y demuestra que está dispuesto a cometer una ilegalidad para lograr el respaldo de ERC a los Presupuestos’, proclamó Camps. Y por ello pidió ‘lealtad y apoyo’ del resto de Autonomías, y exigió una reunión urgente con el presidente del Gobierno.

Camps pide una entrevista urgente a Zapatero para exigir respeto al valenciano (ABC Madrid, 12/11/2004): link

Man on ‘Jeopardy’ penalized for mispronouncing Wimbledon (Yahoo Sports)

By Chris Chase | Busted Racquet – Tue, Mar 13, 2012 12:56 PM EDT

(Jeopardy)

It happens every June like a rite of summer. Uppity British journalists and/or American tennis fans scoff when the less sophisticated among us butcher the name of the most hallowed event in the sport.

“Wimbledon,” they say, affecting a slight British accent, even if they’re from Parsippany. Each syllable is quick, but distinct. The first three letters are accentuated. “Whim.” The middle three are softly pushed from your lips. “Bull.” For the final syllable, you move your tongue to the roof of your mouth. “Din.”

WHim-bull-din.

A Nebraska man found out the particulars of the pronunciation on Monday’s episode of “Jeopardy.” Reid Rodgers correctly answered a question (or questioned an answer) about the first women’s champion at an 1884 tennis tournament. “WimbleTIN,” he said, with a distinct hint of Midwestern twang.

Even after being exposed to the syllable police for years, I didn’t notice the verbal faux pas. Neither did Alex Trebek. He awarded Rodgers his $400 and moved to the next question.

A moment later, before Rodgers was set to receive a Daily Double answer, Trebek issued a ruling.

“I’m informed that you very clearly said Wimble-TON not Wimble-DIN a few moments ago,” Trebek told him.

Rodgers’ money was taken away and the railroad mechanic had money deducted for the incorrect answer. His total went from $1,000 to $200.

Alright, first off, he didn’t say “Wimble-TON.” He said “Wimble-TIN,” Trebek. Neither is right, but the least you could have done with accurately quote his mistake. (Leave it to Trebek to smarmily add that “very clearly.” If it was so clear, why didn’t you hear it first, bub?)

Second of all, COME ON! We all know what Rodgers was trying to say. He knew the answer. Is it his fault that he was born an American and, thus, a brutish rogue who doesn’t appreciate the King’s English?

“Dialectical bias,” CBS Sports blogger Will Brinson wrote on Twitter.

Like Alex Trebek should talk. Just last week he was sputtering out umlauts like a college kid in Intro to German.

We feel for you, Reid Rodgers. And don’t worry about your lack of tennis pronunciation. Bud Collins has been involved with the sport for 60 years and still can’t say “Navratilova.”

You can’t do the math without the words (University of Miami Press Release)

University of Miami anthropological linguist studies the anumeric language of an Amazonian tribe; the findings add new perspective to the way people acquire knowledge, perception and reasoning

Marie Guma Diaz
University of Miami

 VIDEO: Caleb Everett, assistant professor in the department of anthropology at the University of Miami College of Arts and Sciences, talks about the unique insight we gain about people by studying…

CORAL GABLES, FL (February 20, 2012)–Most people learn to count when they are children. Yet surprisingly, not all languages have words for numbers. A recent study published in the journal ofCognitive Science shows that a few tongues lack number words and as a result, people in these cultures have a difficult time performing common quantitative tasks. The findings add new insight to the way people acquire knowledge, perception and reasoning.

The Piraha people of the Amazon are a group of about 700 semi-nomadic people living in small villages of about 10-15 adults, along the Maici River, a tributary of the Amazon. According to University of Miami (UM) anthropological linguist Caleb Everett, the Piraha are surprisingly unable to represent exact amounts. Their language contains just three imprecise words for quantities: Hòi means “small size or amount,” hoì, means “somewhat larger amount,” and baàgiso indicates to “cause to come together, or many.” Linguists refer to languages that do not have number specific words as anumeric.

“The Piraha is a really fascinating group because they are really only one or two groups in the world that are totally anumeric,” says Everett, assistant professor in the Department of Anthropology at the UM College of Arts and Sciences. “This is maybe one of the most extreme cases of language actually restricting how people think.”

His study “Quantity Recognition Among speakers of an Anumeric Language” demonstrates that number words are essential tools of thought required to solve even the simplest quantitative problems, such as one-to-one correspondence.

“I’m interested in how the language you speak affects the way that you think,” says Everett. “The question here is what tools like number words really allows us to do and how they change the way we think about the world.”

The work was motivated by contradictory results on the numerical performance of the Piraha. An earlier article reported the people incapable of performing simple numeric tasks with quantities greater than three, while another showed they were capable of accomplishing such tasks.

Everett repeated all the field experiments of the two previous studies. The results indicated that the Piraha could not consistently perform simple mathematical tasks. For example, one test involved 14 adults in one village that were presented with lines of spools of thread and were asked to create a matching line of empty rubber balloons. The people were not able to do the one-to-one correspondence, when the numbers were greater than two or three.

The study provides a simple explanation for the controversy. Unbeknown to other researchers, the villagers that participated in one of the previous studies had received basic numerical training by Keren Madora, an American missionary that has worked with the indigenous people of the Amazon for 33 years, and co-author of this study. “Her knowledge of what had happened in that village was crucial. I understood then why they got the results that they did,” Everett says.

Madora used the Piraha language to create number words. For instance she used the words “all the sons of the hand,” to indicate the number four. The introduction of number words into the village provides a reasonable explanation for the disagreement in the previous studies.

The findings support the idea that language is a key component in processes of the mind. “When they’ve been introduced to those words, their performance improved, so it’s clearly a linguistic effect, rather than a generally cultural factor,” Everett says. The study highlights the unique insight we gain about people and society by studying mother languages.

“Preservation of mother tongues is important because languages can tell us about aspects of human history, human cognition, and human culture that we would not have access to if the languages are gone,” he says. “From a scientific perspective I think it’s important, but it’s most important from the perspective of the people, because they lose a lot of their cultural heritage when their languages die.”

Will one researcher’s discovery deep in the Amazon destroy the foundation of modern linguistics? (The Chronicle of Higher Education)

The Chronicle Review

By Tom Bartlett

March 20, 2012

Angry Words

chomsky everett

A Christian missionary sets out to convert a remote Amazonian tribe. He lives with them for years in primitive conditions, learns their extremely difficult language, risks his life battling malaria, giant anacondas, and sometimes the tribe itself. In a plot twist, instead of converting them he loses his faith, morphing from an evangelist trying to translate the Bible into an academic determined to understand the people he’s come to respect and love.

Along the way, the former missionary discovers that the language these people speak doesn’t follow one of the fundamental tenets of linguistics, a finding that would seem to turn the field on its head, undermine basic assumptions about how children learn to communicate, and dethrone the discipline’s long-reigning king, who also happens to be among the most well-known and influential intellectuals of the 20th century.

It feels like a movie, and it may in fact turn into one—there’s a script and producers on board. It’s already a documentary that will air in May on the Smithsonian Channel. A play is in the works in London. And the man who lived the story, Daniel Everett, has written two books about it. His 2008 memoir Don’t Sleep, There Are Snakes, is filled with Joseph Conrad-esque drama. The new book, Language: The Cultural Tool, which is lighter on jungle anecdotes, instead takes square aim at Noam Chomsky, who has remained the pre-eminent figure in linguistics since the 1960s, thanks to the brilliance of his ideas and the force of his personality.

But before any Hollywood premiere, it’s worth asking whether Everett actually has it right. Answering that question is not straightforward, in part because it hinges on a bit of grammar that no one except linguists ever thinks about. It’s also made tricky by the fact that Everett is the foremost expert on this language, called Pirahã, and one of only a handful of outsiders who can speak it, making it tough for others to weigh in and leading his critics to wonder aloud if he has somehow rigged the results.

More than any of that, though, his claim is difficult to verify because linguistics is populated by a deeply factionalized group of scholars who can’t agree on what they’re arguing about and who tend to dismiss their opponents as morons or frauds or both. Such divisions exist, to varying degrees, in all disciplines, but linguists seem uncommonly hostile. The word “brutal” comes up again and again, as do “spiteful,” “ridiculous,” and “childish.”

With that in mind, why should anyone care about the answer? Because it might hold the key to understanding what separates us from the rest of the animals.

Imagine a linguist from Mars lands on Earth to survey the planet’s languages (presumably after obtaining the necessary interplanetary funding). The alien would reasonably conclude that the languages of the world are mostly similar with interesting but relatively minor variations.

As science-fiction premises go it’s rather dull, but it roughly illustrates Chomsky’s view of linguistics, known as Universal Grammar, which has dominated the field for a half-century. Chomsky is fond of this hypothetical and has used it repeatedly for decades, including in a 1971 discussion with Michel Foucault, during which he added that “this Martian would, if he were rational, conclude that the structure of the knowledge that is acquired in the case of language is basically internal to the human mind.”

In his new book, Everett, now dean of arts and sciences at Bentley University, writes about hearing Chomsky bring up the Martian in a lecture he gave in the early 1990s. Everett noticed a group of graduate students in the back row laughing and exchanging money. After the talk, Everett asked them what was so funny, and they told him they had taken bets on precisely when Chomsky would once again cite the opinion of the linguist from Mars.

The somewhat unkind implication is that the distinguished scholar had become so predictable that his audiences had to search for ways to amuse themselves. Another Chomsky nugget is the way he responds when asked to give a definition of Universal Grammar. He will sometimes say that Universal Grammar is whatever made it possible for his granddaughter to learn to talk but left the world’s supply of kittens and rocks speechless—a less-than-precise answer. Say “kittens and rocks” to a cluster of linguists and eyes are likely to roll.

Chomsky’s detractors have said that Universal Grammar is whatever he needs it to be at that moment. By keeping it mysterious, they contend, he is able to dodge criticism and avoid those who are gunning for him. It’s hard to murder a phantom.

Everett’s book is an attempt to deliver, if not a fatal blow, then at least a solid right cross to Universal Grammar. He believes that the structure of language doesn’t spring from the mind but is instead largely formed by culture, and he points to the Amazonian tribe he studied for 30 years as evidence. It’s not that Everett thinks our brains don’t play a role—they obviously do. But he argues that just because we are capable of language does not mean it is necessarily prewired. As he writes in his book: “The discovery that humans are better at building human houses than porpoises tells us nothing about whether the architecture of human houses is innate.”

The language Everett has focused on, Pirahã, is spoken by just a few hundred members of a hunter-gatherer tribe in a remote part of Brazil. Everett got to know the Pirahã in the late 1970s as an American missionary. With his wife and kids, he lived among them for months at a time, learning their language from scratch. He would point to objects and ask their names. He would transcribe words that sounded identical to his ears but had completely different meanings. His progress was maddeningly slow, and he had to deal with the many challenges of jungle living. His story of taking his family, by boat, to get treatment for severe malaria is an epic in itself.

His initial goal was to translate the Bible. He got his Ph.D. in linguistics along the way and, in 1984, spent a year studying at the Massachusetts Institute of Technology in an office near Chomsky’s. He was a true-blue Chomskyan then, so much so that his kids grew up thinking Chomsky was more saint than professor. “All they ever heard about was how great Chomsky was,” he says. He was a linguist with a dual focus: studying the Pirahã language and trying to save the Pirahã from hell. The second part, he found, was tough because the Pirahã are rooted in the present. They don’t discuss the future or the distant past. They don’t have a belief in gods or an afterlife. And they have a strong cultural resistance to the influence of outsiders, dubbing all non-Pirahã “crooked heads.” They responded to Everett’s evangelism with indifference or ridicule.

As he puts it now, the Pirahã weren’t lost, and therefore they had no interest in being saved. They are a happy people. Living in the present has been an excellent strategy, and their lack of faith in the divine has not hindered them. Everett came to convert them, but over many years found that his own belief in God had melted away.

So did his belief in Chomsky, albeit for different reasons. The Pirahã language is remarkable in many respects. Entire conversations can be whistled, making it easier to communicate in the jungle while hunting. Also, the Pirahã don’t use numbers. They have words for amounts, like a lot or a little, but nothing for five or one hundred. Most significantly, for Everett’s argument, he says their language lacks what linguists call “recursion”—that is, the Pirahã don’t embed phrases in other phrases. They instead speak only in short, simple sentences.

In a recursive language, additional phrases and clauses can be inserted in a sentence, complicating the meaning, in theory indefinitely. For most of us, the lack of recursion in a little-known Brazilian language may not seem terribly interesting. But when Everett published a paper with that finding in 2005, the news created a stir. There were magazine articles and TV appearances. Fellow linguists weighed in, if only in some cases to scoff. Everett had put himself and the Pirahã on the map.

His paper might have received a shrug if Chomsky had not recently co-written a paper, published in 2002, that said (or seemed to say) that recursion was the single most important feature of human language. “In particular, animal communication systems lack the rich expressive and open-ended power of human language (based on humans’ capacity for recursion),” the authors wrote. Elsewhere in the paper, the authors wrote that the faculty of human language “at minimum” contains recursion. They also deemed it the “only uniquely human component of the faculty of language.”

In other words, Chomsky had finally issued what seemed like a concrete, definitive statement about what made human language unique, exposing a possible vulnerability. Before Everett’s paper was published, there had already been back and forth between Chomsky and the authors of a response to the 2002 paper, Ray Jackendoff and Steven Pinker. In the wake of that public disagreement, Everett’s paper had extra punch.

It’s been said that if you want to make a name for yourself in modern linguistics, you have to either align yourself with Chomsky or seek to destroy him. Either you are desirous of his approval or his downfall. With his 2005 paper, Everett opted for the latter course.

Because the pace of academic debate is just this side of glacial, it wasn’t until June 2009 that the next major chapter in the saga was written. Three scholars who are generally allies of Chomsky published a lengthy paper in the journal Language dissecting Everett’s claims one by one. What he considered unique features of Pirahã weren’t unique. What he considered “gaps” in the language weren’t gaps. They argued this in part by comparing Everett’s recent paper to work he published in the 1980s, calling it, slightly snidely, his earlier “rich material.” Everett wasn’t arguing with Chomsky, they claimed; he was arguing with himself. Young Everett thought Pirahã had recursion. Old Everett did not.

Everett’s defense was, in so many words, to agree. Yes, his earlier work was contradictory, but that’s because he was still under Chomsky’s sway when he wrote it. It’s natural, he argued, even when doing basic field work, cataloging the words of a language and the stories of a people, to be biased by your theoretical assumptions. Everett was a Chomskyan through and through, so much so that he had written the MSN Encarta encyclopedia entry on him. But now, after more years with the Pirahã, the scales had fallen from his eyes, and he saw the language on its own terms rather than those he was trying to impose on it.

David Pesetsky, a linguistics professor at MIT and one of the authors of the critical Languagepaper, thinks Everett was trying to gin up a “Star Wars-level battle between himself and the forces of Universal Grammar,” presumably with Everett as Luke Skywalker and Chomsky as Darth Vader.

Contradicting Everett meant getting into the weeds of the Pirahã language, a language that Everett knew intimately and his critics did not. “Most people took the attitude that this wasn’t worth taking on,” Pesetsky says. “There’s a junior-high-school corridor, two kids are having a fight, and everyone else stands back.” Everett wrote a lengthy reply that Pesetsky and his co-authors found unsatisfying and evasive. “The response could have been ‘Yeah, we need to do this more carefully,'” says Pesetsky. “But he’s had seven years to do it more carefully and he hasn’t.”

Critics haven’t just accused Everett of inaccurate analysis. He’s the sole authority on a language that he says changes everything. If he wanted to, they suggest, he could lie about his findings without getting caught. Some were willing to declare him essentially a fraud. That’s what one of the authors of the 2009 paper, Andrew Nevins, now at University College London, seems to believe. When I requested an interview with Nevins, his reply read, “I may be being glib, but it seems you’ve already analyzed this kind of case!” Below his message was a link to an article I had written about a Dutch social psychologist who had admitted to fabricating results, including creating data from studies that were never conducted. In another e-mail, after declining to expand on his apparent accusation, Nevins wrote that the “world does not need another article about Dan Everett.”

In 2007, Everett heard reports of a letter signed by Cilene Rodrigues, who is Brazilian, and who co-wrote the paper with Pesetsky and Nevins, that accuses him of racism. According to Everett, he got a call from a source informing him that Rodrigues, an honorary research fellow at University College London, had sent a letter to the organization in Brazil that grants permission for researchers to visit indigenous groups like the Pirahã. He then discovered that the organization, called FUNAI, the National Indian Foundation, would no longer grant him permission to visit the Pirahã, whom he had known for most of his adult life and who remain the focus of his research.

He still hasn’t been able to return. Rodrigues would not respond directly to questions about whether she had signed such a letter, nor would Nevins. Rodrigues forwarded an e-mail from another linguist who has worked in Brazil, which speculates that Everett was denied access to the Pirahã because he did not obtain the proper permits and flouted the law, accusations Everett calls “completely false” and “amazingly nasty lies.”

Whatever the reason for his being blocked, the question remains: Is Everett’s work racist? The accusation goes that because Everett says that the Pirahã do not have recursion, and that all human languages supposedly have recursion, Everett is asserting that the Pirahã are less than human. Part of this claim is based on an online summary, written by a former graduate student of Everett’s, that quotes traders in Brazil saying the Pirahã “talk like chickens and act like monkeys,” something Everett himself never said and condemns. The issue is sensitive because the Pirahã, who eschew the trappings of modern civilization and live the way their forebears lived for thousands of years, are regularly denigrated by their neighbors in the region as less than human. The fact that Everett is American, not Brazilian, lends the charge added symbolic weight.

When you read Everett’s two books about the Pirahã, it is nearly impossible to think that he believes they are inferior. In fact, he goes to great lengths not to condescend and offers defenses of practices that outsiders would probably find repugnant. In one instance he describes, a Pirahã woman died, leaving behind a baby that the rest of the tribe thought was too sick to live. Everett cared for the infant. One day, while he was away, members of the tribe killed the baby, telling him that it was in pain and wanted to die. He cried, but didn’t condemn, instead defending in the book their seemingly cruel logic.

Likewise, the Pirahã’s aversion to learning agriculture, or preserving meat, or the fact that they show no interest in producing artwork, is portrayed by Everett not as a shortcoming but as evidence of the Pirahã’s insistence on living in the present. Their nonhierarchical social system seems to Everett fair and sensible. He is critical of his own earlier attempts to convert the Pirahã to Christianity as a sort of “colonialism of the mind.” If anything, Everett is more open to a charge of romanticizing the Pirahã culture.

Other critics are more measured but equally suspicious. Mark Baker, a linguist at Rutgers University at New Brunswick, who considers himself part of Chomsky’s camp, mentions Everett’s “vested motive” in saying that the Pirahã don’t have recursion. “We always have to be a little careful when we have one person who has researched a language that isn’t accessible to other people,” Baker says. He is dubious of Everett’s claims. “I can’t believe it’s true as described,” he says.

Chomsky hasn’t exactly risen above the fray. He told a Brazilian newspaper that Everett was a “charlatan.” In the documentary about Everett, Chomsky raises the possibility, without saying he believes it, that Everett may have faked his results. Behind the scenes, he has been active as well. According to Pesetsky, Chomsky asked him to send an e-mail to David Papineau, a professor of philosophy at King’s College London, who had written a positive, or at least not negative, review of Don’t Sleep, There Are Snakes. The e-mail complained that Papineau had misunderstood recursion and was incorrectly siding with Everett. Papineau thought he had done nothing of the sort. “For people outside of linguistics, it’s rather surprising to find this kind of protection of orthodoxy,” Papineau says.

And what if the Pirahã don’t have recursion? Rather than ferreting out flaws in Everett’s work as Pesetsky did, Chomsky’s preferred response is to say that it doesn’t matter. In a lecture he gave last October at University College London, he referred to Everett’s work without mentioning his name, talking about those who believed that “exceptions to the generalizations are considered lethal.” He went on to say that a “rational reaction” to finding such exceptions “isn’t to say ‘Let’s throw out the field.'” Universal Grammar permits such exceptions. There is no problem. As Pesetsky puts it: “There’s nothing that says languages without subordinate clauses can’t exist.”

Except the 2002 paper on which Chomsky’s name appears. Pesetsky and others have backed away from that paper, arguing not that it was incorrect, but that it was “written in an unfortunate way” and that the authors were “trying to make certain things comprehensible about linguistics to a larger public, but they didn’t make it clear that they were simplifying.” Some say that Chomsky signed his name to the paper but that it was actually written by Marc Hauser, the former professor of psychology at Harvard University, who resigned after Harvard officials found him guilty of eight counts of research misconduct. (For the record, no one has suggested the alleged misconduct affected his work with Chomsky.)

Chomsky declined to grant me an interview. Those close to him say he sees Everett as seizing on a few stray, perhaps underexplained, lines from that 2002 paper and distorting them for his own purposes. And the truth, Chomsky has made clear, should be apparent to any rational person.

Ted Gibson has heard that one before. When Gibson, a professor of cognitive sciences at MIT, gave a paper on the topic at a January meeting of the Linguistic Society of America, held in Portland, Ore., Pesetsky stood up at the end to ask a question. “His first comment was that Chomsky never said that. I went back and found the slide,” he says. “Whenever I talk about this question in front of these people I have to put up the literal quote from Chomsky. Then I have to put it up again.”

Geoffrey Pullum, a professor of linguistics at the University of Edinburgh, is also vexed at how Chomsky and company have, in his view, played rhetorical sleight-of-hand to make their case. “They have retreated to such an extreme degree that it says really nothing,” he says. “If it has a sentence longer than three words then they’re claiming they were right. If that’s what they claim, then they weren’t claiming anything.” Pullum calls this move “grossly dishonest and deeply silly.”

Everett has been arguing about this for seven years. He says Pirahã undermines Universal Grammar. The other side says it doesn’t. In an effort to settle the dispute, Everett asked Gibson, who holds a joint appointment in linguistics at MIT, to look at the data and reach his own conclusions. He didn’t provide Gibson with data he had collected himself because he knows his critics suspect those data have been cooked. Instead he provided him with sentences and stories collected by his missionary predecessor. That way, no one could object that it was biased.

In the documentary about Everett, handing over the data to Gibson is given tremendous narrative importance. Everett is the bearded, safari-hatted field researcher boating down a river in the middle of nowhere, talking and eating with the natives. Meanwhile, Gibson is the nerd hunched over his keyboard back in Cambridge, crunching the data, examining it with his research assistants, to determine whether Everett really has discovered something. If you watch the documentary, you get the sense that what Gibson has found confirms Everett’s theory. And that’s the story you get from Everett, too. In our first interview, he encouraged me to call Gibson. “The evidence supports what I’m saying,” he told me, noting that he and Gibson had a few minor differences of interpretation.

But that’s not what Gibson thinks. Some of what he found does support Everett. For example, he’s confirmed that Pirahã lacks possessive recursion, phrases like “my brother’s mother’s house.” Also, there appear to be no conjunctions like “and” or “or.” In other instances, though, he’s found evidence that seems to undercut Everett’s claims—specifically, when it comes to noun phrases in sentences like “His mother, Itaha, spoke.”

That is a simple sentence, but inserting the mother’s name is a hallmark of recursion. Gibson’s paper, on which Everett is a co-author, states, “We have provided suggestive evidence that Pirahã may have sentences with recursive structures.”

If that turns out to be true, it would undermine the primary thesis of both of Everett’s books about the Pirahã. Rather than the hero who spent years in the Amazon emerging with evidence that demolished the field’s predominant theory, Everett would be the descriptive linguist who came back with a couple of books full of riveting anecdotes and cataloged a language that is remarkable, but hardly changes the game.

Everett only realized during the reporting of this article that Gibson disagreed with him so strongly. Until then, he had been saying that the results generally supported his theory. “I don’t know why he says that,” Gibson says. “Because it doesn’t. He wrote that our work corroborates it. A better word would be falsified. Suggestive evidence is against it right now and not for it.” Though, he points out, the verdict isn’t final. “It looks like it is recursive,” he says. “I wouldn’t bet my life on it.”

Another researcher, Ray Jackendoff, a linguist at Tufts University, was also provided the data and sees it slightly differently. “I think we decided there is some embedding but it is of limited depth,” he says. “It’s not recursive in the sense that you can have infinitely deep embedding.” Remember that in Chomsky’s paper, it was the idea that “open-ended” recursion was possible that separated human and animal communication. Whether the kind of limited recursion Gibson and Jackendoff have noted qualifies depends, like everything else in this debate, on the interpretation.

Everett thinks what Gibson has found is not recursion, but rather false starts, and he believes further research will back him up. “These are very short, extremely limited examples and they almost always are nouns clarifying other nouns,” he says. “You almost never see anything but that in these cases.” And he points out that there still doesn’t seem to be any evidence of infinite recursion. Says Everett: “There simply is no way, even if what I claim to be false starts are recursive instead, to say, “‘My mother, Susie, you know who I mean, you like her, is coming tonight.'”

The field has a history of theoretical disagreements that turn ugly. In the book The Linguistic Wars, published in 1995, Randy Allen Harris tells the story of another skirmish between Chomsky and a group of insurgent linguists called generative semanticists. Chomsky dismissed his opponents’ arguments as absurd. His opponents accused him of altering his theories when confronted and of general arrogance. “Chomsky has the impressive rhetorical talent of offering ideas which are at once tentative and fully endorsed, of appearing to take the if out of his arguments while nevertheless keeping it safely around,” writes Harris.

That rhetorical talent was on display in his lecture last October, in which he didn’t just disagree with other linguists, but treated their arguments as ridiculous and a mortal danger to the field. The style seems to be reflected in his political activism. Watch his 1969 debate on Firing Lineagainst William F. Buckley Jr., available on YouTube, and witness Chomsky tie his famous interlocutor in knots. It is a thorough, measured evisceration. Chomsky is willing to deploy those formidable skills in linguistic arguments as well.

Everett is far from the only current Chomsky challenger. Recently there’s been a rise in so-called corpus linguistics, a data-driven method of evaluating a language, using computer software to analyze sentences and phrases. The method produces detailed information and, for scholars like Gibson, finally provides scientific rigor for a field he believes has been mired in never-ending theoretical disputes. That, along with the brain-scanning technology that linguists are increasingly making use of, may be able to help resolve questions about how much of the structure of language is innate and how much is shaped by culture.

But Chomsky has little use for that method. In his lecture, he deemed corpus linguistics nonscientific, comparing it to doing physics by describing the swirl of leaves on a windy day rather than performing experiments. This was “just statistical modeling,” he said, evidence of a “kind of pathology in the cognitive sciences.” Referring to brain scans, Chomsky joked that the only way to get a grant was to propose an fMRI.

As for Universal Grammar, some are already writing its obituary. Michael Tomasello, co-director of the Max Planck Institute for Evolutionary Anthropology, has stated flatly that “Universal Grammar is dead.” Two linguists, Nicholas Evans and Stephen Levinson, published a paper in 2009 titled “The Myth of Language Universals,” arguing that the “claims of Universal Grammar … are either empirically false, unfalsifiable, or misleading in that they refer to tendencies rather than strict universals.” Pullum has a similar take: “There is no Universal Grammar now, not if you take Chomsky seriously about the things he says.”

Gibson puts it even more harshly. Just as Chomsky doesn’t think corpus linguistics is science, Gibson doesn’t think Universal Grammar is worthwhile. “The question is, ‘What is it?’ How much is built-in and what does it do? There are no details,” he says. “It’s crazy to say it’s dead. It was never alive.”

Such proclamations have been made before and Chomsky, now 83, has a history of outmaneuvering and outlasting his adversaries. Whether Everett will be yet another in a long line of would-be debunkers who turn into footnotes remains to be seen. “I probably do, despite my best intentions, hope that I turn out to be right,” he says. “I know that it is not scientific. But I would be a hypocrite if I didn’t admit it.”

How Do You Say ‘Disagreement’ in Pirahã? (N.Y.Times)

By JENNIFER SCHUESSLER. Published: March 21, 2012

Dan Everett. Essential Media & Entertainment/Smithsonian Channel

In his 2008 memoir, “Don’t Sleep, There Are Snakes,” the linguist Dan Everett recalled the night members of the Pirahã — the isolated Amazonian hunter-gatherers he first visited as a Christian missionary in the late 1970s — tried to kill him.

Dr. Everett survived, and his life among the Pirahã, a group of several hundred living in northwest Brazil, went on mostly peacefully as he established himself as a leading scholarly authority on the group and one of a handful of outsiders to master their difficult language.

His life among his fellow linguists, however, has been far less idyllic, and debate about his scholarship is poised to boil over anew, thanks to his ambitious new book, “Language: The Cultural Tool,” and a forthcoming television documentary that presents an admiring view of his research among the Pirahã along with a darkly conspiratorial view of some of his critics.

Members of the Pirahã people of Amazonian Brazil, who have an unusual language, as seen in “The Grammar of Happiness.” Essential Media & Entertainment/Smithsonian Channel

In 2005 Dr. Everett shot to international prominence with a paper claiming that he had identified some peculiar features of the Pirahã language that challenged Noam Chomsky’s influential theory, first proposed in the 1950s, that human language is governed by “universal grammar,” a genetically determined capacity that imposes the same fundamental shape on all the world’s tongues.

The paper, published in the journal Current Anthropology, turned him into something of a popular hero but a professional lightning rod, embraced in the press as a giant killer who had felled the mighty Chomsky but denounced by some fellow linguists as a fraud, an attention seeker or worse, promoting dubious ideas about a powerless indigenous group while refusing to release his data to skeptics.

The controversy has been simmering in journals and at conferences ever since, fed by a slow trickle of findings by researchers who have followed Dr. Everett’s path down to the Amazon. In a telephone interview Dr. Everett, 60, who is the dean of arts and sciences at Bentley University in Waltham, Mass., insisted that he’s not trying to pick a fresh fight, let alone present himself as a rival to the man he calls “the smartest person I’ve ever met.”

“I’m a small fish in the sea,” he said, adding, “I do not put myself at Chomsky’s level.”

Dan Everett in the Amazon region of Brazil with the Pirahã in 1981. Courtesy Daniel Everett

Still, he doesn’t shy from making big claims for “Language: The Cultural Tool,” published last week by Pantheon. “I am going beyond my work with Pirahã and systematically dismantling the evidence in favor of a language instinct,” he said. “I suspect it will be extremely controversial.”

Even some of Dr. Everett’s admirers fault him for representing himself as a lonely voice of truth against an all-powerful Chomskian orthodoxy bent on stopping his ideas dead. It’s certainly the view advanced in the documentary, “The Grammar of Happiness,” which accuses unnamed linguists of improperly influencing the Brazilian government to deny his request to return to Pirahã territory, either with the film crew or with a research team from M.I.T., led by Ted Gibson, a professor of cognitive science. (It’s scheduled to run on the Smithsonian Channel in May.)

A Pirahã man in the film “The Grammar of Happiness.” Essential Media & Entertainment/Smithsonian Channel

Dr. Everett acknowledged that he had no firsthand evidence of any intrigues against him. But Miguel Oliveira, an associate professor of linguistics at the Federal University of Alagoas and the M.I.T. expedition’s Brazilian sponsor, said in an interview that Dr. Everett is widely resented among scholars in Brazil for his missionary past, anti-Chomskian stance and ability to attract research money.

“This is politics, everybody knows that,” Dr. Oliveira said. “One of the arguments is that he’s stealing something from the indigenous people to become famous. It’s not said. But that’s the way they think.”

Claims of skullduggery certainly add juice to a debate that, to nonlinguists, can seem arcane. In a sense what Dr. Everett has taken from the Pirahã isn’t gold or rare medicinal plants but recursion, a property of language that allows speakers to embed phrases within phrases — for example, “The professor said Everett said Chomsky is wrong” — infinitely.

In a much-cited 2002 paper Professor Chomsky, an emeritus professor of linguistics at M.I.T., writing with Marc D. Hauser and W. Tecumseh Fitch, declared recursion to be the crucial feature of universal grammar and the only thing separating human language from its evolutionary forerunners. But Dr. Everett, who had been publishing quietly on the Pirahã for two decades, announced in his 2005 paper that their language lacked recursion, along with color terms, number terms, and other common properties of language. The Pirahã, Dr. Everett wrote, showed these linguistic gaps not because they were simple-minded, but because their culture — which emphasized concrete matters in the here and now and also lacked creation myths and traditions of art making — did not require it.

To Dr. Everett, Pirahã was a clear case of culture shaping grammar — an impossibility according to the theory of universal grammar. But to some of his critics the paper was really just a case of Dr. Everett — who said he began questioning his own Chomskian ideas in the early 1990s, around the time he began questioning his faith — fixing the facts around his new theories.

In 2009 the linguists Andrew Nevins, Cilene Rodrigues and David Pesetsky, three of the fiercest early critics of Dr. Everett’s paper, published their own in the journal Language, disputing his linguistic claims and expressing “discomfort” with his overall account of the Pirahã’s simple culture. Their main source was Dr. Everett himself, whose 1982 doctoral dissertation, they argued, showed clear evidence of recursion in Pirahã.

“He was right the first time,” Dr. Pesetsky, an M.I.T. professor, said in an interview. “The first time he had reasons. The second time he had no reasons.”

Some scholars say the debate remains stymied by a lack of fresh, independently gathered data. Three different research teams, including one led by Dr. Gibson that traveled to the Pirahã in 2007, have published papers supporting Dr. Everett’s claim that there are no numbers in the Pirahã language. But efforts to go recursion hunting in the jungle — using techniques that range from eliciting sentences to having the Pirahã play specially designed video games — have so far yielded no published results.

Still, some have tried to figure out ways to press ahead, even without direct access to the Pirahã. After Dr. Gibson’s team was denied permission to return to Brazil in 2010, its members devised a method that minimized reliance on Dr. Everett’s data by analyzing instead a corpus of 1,000 sentences from Pirahã stories transcribed by another missionary in the region.

Their analysis, presented at the Linguistic Society of America’s annual meeting in January, found no embedded clauses but did uncover “suggestive evidence” of recursion in a more obscure grammatical corner. It’s a result that is hardly satisfying to Dr. Everett, who questions it. But his critics, oddly, seem no more pleased.

Dr. Pesetsky, who heard the presentation, dismissed the whole effort as biased from the start by its reliance on Dr. Everett’s grammatical classifications and basic assumptions. “They were taking for granted the correctness of the hypothesis they were trying to disconfirm,” he said.

But to Dr. Gibson, who said he does not find Dr. Everett’s cultural theory of language persuasive, such responses reflect the gap between theoretical linguists and data-driven cognitive scientists, not to mention the strangely calcified state of the recursion debate.

“Chomskians and non-Chomskians are weirdly illogical at times,” he said. “It’s like they just don’t want to have a cogent argument. They just want to contradict what the other guy is saying.”

Dr. Everett’s critics fault him for failing to release his field data, even seven years after the controversy erupted. He countered that he is currently working to translate his decades’ worth of material and hopes to post some transcriptions online “over the next several months.” The bigger outrage, he insisted, is what he characterized as other scholars’ efforts to accuse him of “racist research” and interfere with his access to the Pirahã.

Dr. Rodrigues, a professor of linguistics at the Pontifical Catholic University in Rio de Janeiro, acknowledged by e-mail that in 2007 she wrote a letter to Funai, the Brazilian government agency in charge of indigenous affairs, detailing her objections to Dr. Everett’s linguistic research and to his broader description of Pirahã culture.

She declined to elaborate on the contents of the letter, which she said was written at Funai’s request and did not recommend any particular course of action. But asked about her overall opinion of Dr. Everett’s research, she said, “It does not meet the standards of scientific evidence in our field.”

Whatever the reasons for Dr. Everett’s being denied access, he’s enlisting the help of the Pirahã themselves, who are shown at the end of “The Grammar of Happiness” recording an emotional plea to the Brazilian government.

“We love Dan,” one man says into the camera. “Dan speaks our language.”

The QWERTY Effect: The Keyboards Are Changing Our Language! (The Atlantic)

MAR 8 2012, 1:30 PM ET

Could the layout of letters on a keyboard be shaping how we feel about certain words?

UnderwoodKeyboard1.jpg

It’s long been thought that how a word sounds — its very phonemes — can be related in some ways to what that word means. But language is no longer solely oral. Much of our word production happens not in our throats and mouths but on our keyboards. Could that process shape a word’s meaning as well?

That’s the contention of an intriguing new paper by linguists Kyle Jasmin and Daniel Casasanto. They argue that because of the QWERTY keyboard’s asymmetrical shape (more letters on the left than the right), words dominated by right-side letters “acquire more positive valences” — that is to say, they become more likable. Their argument is that because its easier for your fingers to find the correct letters for typing right-side dominated words, the words subtly gain favor in your mind.

As Dave Mosher of Wired explains:

In their first experiment, the researchers analyzed 1,000-word indexes from English, Spanish and Dutch, comparing their perceived positivity with their location on the QWERTY keyboard. The effect was slight but significant: Right-sided words scored more positively than left-sided words.

With newer words, the correlation was stronger. When the researchers analyzed words coined after the QWERTY keyboard’s invention, they found that right-sided words had more positive associations than left-sided words.

In another experiment, 800 typists recruited through Amazon.com’s Mechanical Turk service rated whether made-up words felt positive or negative. A QWERTY effect also emerged in those words.

Jasmin cautioned that words’ literal meanings almost certainly outweigh their QWERTY-inflected associations, and said the study only shows a correlation rather than clear cause-and-effect. Also, while a typist’s left- or right-handedness didn’t seem to matter, Jasmin said there’s not yet enough data to be certain.

Jasmin and Casasanto leave open the question whether the effect may also be the result of subtle cultural preferences for things on the right-hand side. Additionally, they say, “There is about a 90 percent chance that the QWERTY inventor was right-handed,” so it’s possible that biases he carried, may have subconsciously place more likable sounds on the right. However, they say, “such implicit associations would be based on the peculiar roles these letters play in English words or sounds. The finding of similar QWERTYeffects across languages suggests that, even if English-based [biases] influenced QWERTY’s design, QWERTY has now ‘infected’ typers of other languages with similar associations.”

Into the mind of a Neanderthal (New Scientist)

18 January 2012
Magazine issue 2847

Neanderthals shared about 99.84 per cent of their DNA with us <i>(Image: Action Press/Rex Features)</i>Neanderthals shared about 99.84 per cent of their DNA with us (Image: Action Press/Rex Features)

What would have made them laugh? Or cry? Did they love home more than we do? Meet the real Neanderthals

A NEANDERTHAL walks into a bar and says… well, not a lot, probably. Certainly he or she could never have delivered a full-blown joke of the type modern humans would recognise because a joke hinges on surprise juxtapositions of unexpected or impossible events. Cognitively, it requires quite an advanced theory of mind to put oneself in the position of one or more of the actors in that joke – and enough working memory (the ability to actively hold information in your mind and use it in various ways).

So does that mean our Neanderthal had no sense of humour? No: humans also recognise the physical humour used to mitigate painful episodes – tripping, hitting our heads and so on – which does not depend on language or symbols. So while we could have sat down with Neanderthals and enjoyed the slapstick of The Three Stooges or Lee Evans, the verbal complexities of Twelfth Night would have been lost on them.

Humour is just one aspect of Neanderthal life we have been plotting for some years in our mission to make sense of their cognitive life. So what was it like to be a Neanderthal? Did they feel the same way we do? Did they fall in love? Have a bad day? Palaeoanthropologists now know a great deal about these ice-age Europeans who flourished between 200,000 and 30,000 years ago. We know, for example, that Neanderthals shared about 99.84 per cent of their DNA with us, and that we and they evolved separately for several hundred thousand years. We also know Neanderthal brains were a bit larger than ours and were shaped a bit differently. And we know where they lived, what they ate and how they got it.

Skeletal evidence shows that Neanderthal men, women and children led very strenuous lives, preoccupied with hunting large mammals. They often made tactical use of terrain features to gain as much advantage as possible, but administered the coup de grace with thrusting spears. Based on their choice of stone for tools, we know they almost never travelled outside small home territories that were rarely over 1000 square kilometres.

The Neanderthal style of hunting often resulted in injuries, and the victims were often nursed back to health by others. But few would have survived serious lower body injuries, since individuals who could not walk might well have been abandoned. It looks as if Neanderthals had well-developed way-finding and tactical abilities, and empathy for group members, but also that they made pragmatic decisions when necessary.

Looking closely at the choices Neanderthals made when they manufactured and used tools shows that they organised their technical activities much as artisans, such as blacksmiths, organise their production. Like blacksmiths, they relied on “expert” cognition, a form of observational learning and practice acquired through apprenticeship that relies heavily on long-term procedural memory.

The only obvious difference between Neanderthal technical thinking and ours lay in innovation. Although Neanderthals invented the practice of hafting stone points onto spears, this was one of very few innovations over several hundred thousand years. Active invention relies on thinking by analogy and a good amount of working memory, implying they may have had a reduced capacity in these respects. Neanderthals may have relied more heavily than we do on well-learned procedures of expert cognition.

As for the neighbourhood, the size and distribution of archaeological sites shows that Neanderthals spent their lives mostly in small groups of five to 10 individuals. Several such groups would come together briefly after especially successful hunts, suggesting that Neanderthals also belonged to larger communities but that they seldom made contact with people outside those groupings.

Many Neanderthal sites have rare pieces of high-quality stone from more distant sources (more than 100 kilometres), but not enough to indicate trade or even regular contact with other communities. A more likely scenario is that an adolescent boy or girl carried the material with them when they attached themselves to a new community. The small size of Neanderthal territories would have made some form of “marrying out” essential.

We can also assume that Neanderthals had some form of marriage because pair-bonding between men and women, and joint provisioning for their offspring, had been a feature of hominin social life for over a million years. They also protected corpses by covering them with rocks or placing them in shallow pits, suggesting the kinds of intimate, embodied social and cognitive interaction typical of our own family life.

But the Neanderthals’ short lifespan – few lived past 35 – meant that other features of our more recent social past were absent: elders, for example, were rare. And they almost certainly lacked the cognitive abilities for dealing with strangers that evolved in modern humans, who lived in larger groups numbering in the scores and belonged to larger communities in the hundreds or more. They also established and maintained contacts with distant groups.

One cognitive ability that evolved in modern humans as a result was the “cheater detection” ability described by evolutionary psychologist Leda Cosmides, at the University of California, Santa Barbara. Another was an ability to judge the value of one commodity in terms of another, what anthropologist Alan Page Fiske at the University of California, Los Angeles, calls the “market pricing” ability. Both are key reasoning skills that evolved to allow interaction with acquaintances and strangers, neither of which was a regular feature of Neanderthal home life.

There are good circumstantial reasons for thinking that Neanderthals had language, with words and some kind of syntax; some of their technology and hunting tactics would have been difficult to learn and execute without it. Moreover, Neanderthal brains had a well-developed Broca’s area, and their DNA includes the FOXP2 gene carried by modern humans, which is involved in speech production. Unfortunately, none of this reveals anything specific about Neanderthal language. It could have been very or only slightly different, we just don’t know.

Having any sort of language could also have exposed Neanderthals to problems modern humans face, such as schizophrenia, says one theory which puts the disease down to coordination problems between the brain’s left and right hemispheres.

But while Neanderthals would have had a variety of personality types, just as we do, their way of life would have selected for an average profile quite different from ours. Jo or Joe Neanderthal would have been pragmatic, capable of leaving group members behind if necessary, and stoical, to deal with frequent injuries and lengthy convalescence. He or she had to be risk tolerant for hunting large beasts close up; they needed sympathy and empathy in their care of the injured and dead; and yet were neophobic, dogmatic and xenophobic.

So we could have recognised and interacted with Neanderthals, but we would have noticed these significant cognitive differences. They would have been better at well-learned, expert cognition than modern humans, but not as good at the development of novel solutions. They were adept at intimate, small-scale social cognition, but lacked the cognitive tools to interact with acquaintances and strangers, including the extensive use of symbols.

In the final count, when Neanderthals and modern humans found themselves competing across the European landscape 30,000 years ago, those cognitive differences may well have been decisive in seeing off the Neanderthals.

Profile
Thomas Wynn is a professor of anthropology and Frederick L. Coolidge is a professor of psychology at the University of Colorado, Colorado Springs. For the past decade they have worked on the evolution of cognition. Their new book is How to Think Like a Neandertal (Oxford University Press, 2012)

Senado deve voltar a debater acordo ortográfico (Agência Senado)

JC e-mail 4394, de 29 de Novembro de 2011.

Novo uso do hífen, resistência de alguns países e dificuldades dos professores em compreender e repassar as novas regras são alguns dos argumentos.

A senadora Ana Amélia (PP-RS) solicitará que a Comissão de Educação do Senado (CE) promova no início do ano que vem uma audiência pública sobre o novo acordo ortográfico. Enquanto o Brasil deve concluir a implementação do acordo em 2013, outros países de língua portuguesa enfrentam resistências – inclusive Portugal. Uma das providências que podem ser estudadas pelo Senado é a criação de um grupo de trabalho sobre o assunto.

Ana Amélia anunciou a audiência logo após se reunir, nesta segunda-feira (28), com o professor Ernani Pimentel. Autor de diversas críticas ao novo acordo ortográfico, o professor criou o Movimento Acordar Melhor para divulgar suas ideias.

Simplificação – Pimentel defende a simplificação das regras, porque, segundo ele, o novo acordo contém “incoerências, incongruências e muitas exceções”. Um dos vários exemplos que citou foi a dificuldade para se compreender quando se deve usar ou não usar o hífen.

– Por que ‘mandachuva’ se escreve sem hífen e ‘guarda-chuva’ se escreve com hífen? É ilógico. E há muitos outros exemplos – afirmou ele.

De acordo com Pimentel, “nenhum professor de português de nenhum país signatário é capaz de escrever totalmente de acordo com as novas regras e, como os professores não têm condições de compreender, os países não terão condições de implantá-las”.

Pimentel apoia a criação de um grupo de trabalho, no âmbito da Comissão de Educação do Senado (CE), para discutir o acordo. Ele também sugeriu que os países signatários criem uma espécie de órgão similar à Real Academia Espanhola, que seria responsável pela uniformização da ortografia nos países de língua portuguesa.

Mercado e soberania – Ao comentar as resistências externas ao acordo, ele lembrou que alguns países alegam – “com razão”, observou – que as novas regras foram pensadas somente a partir de Brasil e Portugal, ignorando especificidades culturais de outras nações de língua portuguesa. Ele também disse que há uma divisão em Portugal, entre os que defendem o acordo e os que preferem adiá-lo devido aos interesses do mercado editorial português (que, dessa forma, não enfrenta a concorrência de livros brasileiros em seu próprio país e também nos países africanos de língua portuguesa).

Sobre a atuação do Ministério das Relações Exteriores, Pimentel declarou que “o Itamaraty está correto ao querer a unificação, mas está errado ao permitir que o interesse político desconsidere as questões educacionais, pedagógicas e culturais”.

– Ao forçar o acordo, o Brasil está sendo visto como impositor. É importante que haja discussão entre os países – avaliou ele.

Ações judiciais – Segundo Pimentel, o acordo ortográfico que vem sendo implantado no Brasil contém alterações feitas posteriormente – e sem a aprovação do Congresso Nacional – pela Academia Brasileira de Letras. Ele afirma que isso é ilegal e, por isso, entrou com uma ação judicial para exigir que o Congresso ratifique (ou não) tais mudanças. Além disso, o professor solicitou na Justiça que o Brasil tenha mais tempo para discutir e implementar o acordo ortográfico.

THE SECRET LIFE OF WORDS (MYOO)

CULTURE

What untranslatable words reveal about the Brazilian culture, from Brazilian author Roberto Taddei.

Illustration by Andrew Holder.

Illustration by Andrew Holder.I. ONE LANGUAGE, MAS QUE NADA

You might not know it, but Portuguese is part of your daily spoken English. Many words made it into English by way of Asia and Africa—places where the Portuguese landed during the Age of Discoveries (also known as the Age of Exploration 15th-17th centuries). Albino, for instance, and Dodo from doido (crazy). Sometimes the English word retains it’s original meaning buried within, like “fetish,” which comes from feitiço (charm and sorcery).

Other words, like those for native-grown food from Brazil, came from Brazilian indigenous languages, like cayenne and cashew. Then there are culture-specific words that migrated into English as the phenomenon became popularized: samba,bossa novacaipirinha, Ipanema (originally meaning fish-less river),“Mas que Nada,” and so on. But although these words come to represent Brazil abroad the country is much more than a bracing drink or a sexy girl.

The spirit of Brazil can be found in it’s language, but like the country, the language is remarkably diverse. As with American English, the Brazilian version of Portuguese is a mixture of languages. The Roman language brought by the Europeans in 1500 suffered a long process of accommodation along the centuries. It first encountered the Tupi language, then used all over the Brazilian coast. Later it mixed with two major African languages: Bantu and Yoruba. Two hundred years later, the entire country was speaking a new language, Nhengatu

Nhengatu is a combination of the nearly 200 native idioms of Brazil, remnants of Roman Portuguese, Bantu and Yoruba. This hybrid language was widely used, reaching nearly across the entire country. When Robinson Crusoe lived in Bahia before his shipwreck he would have spoken Nhengatu, not Portuguese.

By the end of the 18th century, Portugal decided to bring the country back to speaking Portuguese by force. But despite their efforts Brazilian Portuguese retained ethnic and cultural echoes of the country itself. One example is the use of the null subject in Brazilian Portuguese, which is very distinct from Portugal. In several cases, some particularities of Brazilian Portuguese were initially seen by Portugal as grammatical errors, such as the usage of distinct pronouns and verbal agreements. But throughout the years, these “errors” came to be reinforced by Brazilian poets and speakers as a sign of post-colonial national identity. As the modernist Brazilian writer Oswald de Andrade once noted: “Tupy or not Tupy, that’s the question.”

II. THE UNTRANSLATABLES

Despite a influx of Brazilian Portuguese words into English, one word in particular has resisted eager translators—be they Nobel laureates, poets, scholars or songwriters. The word is saudade. Maybe you’ve heard of it, since saudade is used in English without translation. Considered one of the top ten untranslatable words in the world, saudade is particularly difficult because it combines several emotions at once: fierceness, longing, yearning, pining, missing, homesickness, or all or none of the above. It is so complex that when I tried to explain it to a friend once she cut me short: “I’m sure I’ve never felt saudade.”

For this reason, of the most celebrated songs in Brazilian culture, “Chega de Saudades,” has never been translated into English. But the song lyrics, roughly translated, help explain saudade in part. The lyrics were written by Brazilian poetVinicius de Moraes. They describe feeling saudades as being deprived of peace and beauty, full of sadness and a melancholy that never goes away because the poet’s muse has abandon him.

Vinicius frequently collaborated with the songwriter and maestro Tom Jobim. Tom had a country house a couple of hills away from Elizabeth Bishop and almost two decades after she wrote her “Song for the Rainy Season” he also composed a song to the Brazilian rain. “Waters of March” was created both in Portuguese and in English and yet the versions are not identical. The Brazilian version sings about the end of the summer in Rio. The English version is about the beginning of Spring in the North. Since the beginning of Spring in America (around March, the rainy season) is also the end of the hot weather in Brazil (also March, when the rains come) the translation evokes the same season of mists.

Tom and Vinicius’ collaboration resulted in many hit songs that have since become Brazilian standards. Many of their songs have bilingual versions, which helped them become popular internationally. Except of course for the elusive “Chega de Saudades,” whose message remains locked in the meaning of one untranslatable word.

In 1968, Clarice Lispector (a Ukranian-born Brazilian author also translated by Elizabeth Bishop) tried her own definition of saudade: it “is a bit like hunger. Only disappears when one eats the presence. But sometimes the longing is so deep that the presence is not enough: one wants to absorb the whole other person. This will of one being the other in a complete unification is one of the most urgent feeling that we have in life.”

As poetic as this sounds, her definition raises another translation problem. The very notion of “presence” in Brazil is also untranslatable. Like all Roman languages, Portuguese has two verbs for the English “to be”. There is a distinction between being in a physical place and being as an emotional or ontological state.

It’s not only grammar, “being” itself is also seen differently in Brazilian culture. If the Portuguese carried to the New World the cartesian definition of presence, “I think, therefore I am,” once they got to Brazil they encountered cultures who thought about “being” very differently. Anthropologist Eduardo Viveiros de Castro made a lifetime study of amerindian perspectivism and discovered that some Brazilian native groups would have laughed at the idea of “I think, therefore I am,” suggesting as it does that the condition of thought predates existence. To them, the saying would likely go “the other exists, therefore she thinks.” This doesn’t mean that they were necessarily more generous than the Portuguese. It seems like a simple construction until you compare it with “I think, therefore I am” and see that to the Portuguese existence could be proven in a vacuum, while for native Brazilians existence depended on the existence of others. In this community-based definition of existence the other would be more important than the self since it is only through the other that I can recognize myself.

That’s why we so often use the word saudade in Lispector’s way, as an urge to “eat the other,” because the closer we get to understanding ourselves the closer we get to the other, and perhaps it is only by fully incorporating the other that we can escape the existential question of whether or not we actually exist. Comparing Elizabeth Bishop and Tom Jobim’s verses to the Brazilian rain you notice that the former is fundamentally about the poet, the latter sings about the outer world.

In an informal talk with Clarice Lispector in the 70s’, Tom Jobim explained that Brazil “is a country with an extremely free soul.” This freedom encourages creative expression, but, he says, Brazil is not “a country for amadores.” The Portuguese “amadores” means both amateurs and lovers, a linguistic challenge that could get in the way of aspiring lovers themselves.

Ultimately, necessity and usage determines which words are absorbed into the culture; which we translate or use as-is (like caipirinha) and which words remain culturally specific. In Brazil there are no translations for several English terms—like commodity, online, drag queen, shopping center—which seem to be more “authentic” in their original English format since what they refer to has an American or British origin. Brazilians seem to have never needed words like serendipity or patronize, just as English speakers perhaps never needed cafuné (caressing someone’s head with one’s fingers), or safadeza (a mixture of shamelessness, naughtiness, debauchery and mischief), both used on a daily basis below the Equator.

The more we know a language and its speakers, them more we understand their national culture. As Salman Rushdie writes in his novel Shame: “to unlock a society, look at its untranslatable words.”

– ROBERTO TADDEI is a writer and journalist who studied creative writing at Columbia. He lives in São Paulo and is adapting his first novel from English into Portuguese

http://myoo.com/stories/the-secret-life-of-words-2/#.Ts-jUhdGXrc.email

Those fast-talking Japanese! And Spanish! (The Christian Science Monitor)

By Ruth Walker / October 13, 2011

It is the universal experience of anyone having a first serious encounter in a language he or she is learning: “Those people talk so fast I will never be able to understand them, let alone hold my own in a conversation.”

The learner timidly poses a carefully rehearsed question about the availability of tickets for tonight’s performance or directions to the museum or whatever, and the response all but gallops out of the mouth of the native speaker like a runaway horse.

Now researchers at the University of Lyon in France have presented findings that provide language learners some validation for their feelings – but only some. The team found that, objectively, some languages are spoken faster than others, in terms of syllables per minute. But there’s a trade-off: Some languages pack more meaning into their syllables.

The key element turns out to be what the researchers call “density.”

Time magazine published a widely reproduced article on the Lyon research, which originally came out in Language, the journal of the Linguistic Society of America. The team in Lyon recruited several dozen volunteers, each a native speaker of one of several common languages: English, French, German, Italian, Japanese, Mandarin Chinese, or Spanish. Vietnamese was used as a sort of control language.

The volunteers read a series of 20 different texts in their respective native tongues into a recorder. The researchers then counted all the syllables in each of the recordings to determine how many syllables per second were spoken in each language. That’s a lot of counting.

Then they analyzed all these syllables for their information density. To mention Time’s examples: “A single-syllable word like bliss, for example, is rich with meaning – signifying not ordinary happiness but a particularly serene and rapturous kind. The single-syllable word to is less information-dense. And a single syllable like the short ‘i’ sound, as in the word jubilee, has no independent meaning at all.”

Here’s where Vietnamese comes in: It turns out to be the gold standard for information density. Who knew? The researchers assigned an arbitrary value of 1 to Vietnamese syllables, and compared other syllables against that standard.

English turns out to have a density of .91 (91 percent as dense as Vietnamese, in other words) and an average speed of 6.19 syllables per second. Mandarin is slightly denser (.94) but has an average speed of 5.18, which made it the slowest of the group studied.

At the other end of the scale were Spanish, with a density of .63 and a speed of 7.82, and Japanese, with a density of only .49 but a speed of 7.84.

So what makes a language more or less dense? The number of sounds, for one thing. Some languages make do with relatively few consonants and vowels, and so end up with a lot of long words: Hawaiian, for example, with 13 letters.

English, on the other hand, has a relatively large number of vowels – a dozen, although that varies according to dialect. Chinese uses tones, which help make it a “denser” language. And some languages use more inflections – special endings to indicate gender, number, or status – which English, for instance, largely dispenses with.

The researchers concluded that across the board, speakers of the languages they studied conveyed about the same amount of meaning in the same amount of time, whether by speaking faster or packing more meaning into their syllables.

Psychologist James Pennebaker reveals the hidden meaning of pronouns (Scientific American)

The Secret Language Code

By Gareth Cook | Tuesday, August 16, 2011

Psychologist James Pennebaker. Image: Marsha Miller

Are there hidden messages in your emails? Yes, and in everything you write or say, according to James Pennebaker, chair of the department of psychology at the University of Texas at Austin. Pennebaker has been a leader in the computer analysis of texts for their psychological content. And in his new book, “The Secret Life of Pronouns,” he argues that how we use words like “I,” “she,” and “who” reveal secrets of our psychology. He spoke recently with Mind Matters editor Gareth Cook.

COOK: How did you become interested in pronouns?

PENNEBAKER: A complete and total accident. Until recently, I never thought about parts of speech. However, about ten years ago I stumbled on some findings that caught my attention. In the 1980s, my students and I discovered that if people were asked to write about emotional upheavals, their physical health improved. Apparently, putting emotional experiences into language changed the ways people thought about their upheavals. In an attempt to better understand the power of writing, we developed a computerized text analysis program to determine how language use might predict later health improvements. In other words, I wanted to find if there was a healthy way to write.

Much to my surprise, I soon discovered that the ways people used pronouns in their essays predicted whose health would improve the most. Specifically, those people who benefited the most from writing changed in their pronoun use from one essay to another. Pronouns were reflecting people’’s abilities to change perspective.

As I pondered these findings, I started looking at how people used pronouns in other texts — blogs, emails, speeches, class writing assignments, and natural conversation. Remarkably, how people used pronouns was correlated with almost everything I studied. For example, use of first-person singular pronouns (I, me, my) was consistently related to gender, age, social class, honesty, status, personality, and much more. Although the findings were often robust, people in daily life were unable to pick them up when reading or listening to others. It was almost as if there was a secret world of pronouns that existed outside our awareness.

COOK: What would make you think that the use of pronouns would be meaningful?

PENNEBAKER: Never in a million years would I have thought that pronouns would be a worthwhile research topic. I ran study after study and initially found large and unexpected differences between people in their pronoun use. In hindsight, I think I ignored the findings because they didn’’t make sense. One day, I lined up about 5 experiments that I had conducted and every one revealed the same effects. It was that day that I finally admitted to myself that pronouns must be meaningful.

COOK: What differences have you found between men and women?

PENNEBAKER: Almost everything you think you know is probably wrong. Take this little test. Who uses the following words more, women or men?

> 1st person singular (I, me, my)
> 1st person plural (we, us our)
> articles (a, an, the)
> emotion words (e.g., happy, sad, love, hate)
> cognitive words (e.g., because, reason, think, believe)
> social words (e.g., he, she, friend, cousin)

Most people assume that men use I-words and cognitive words more than women and that women use we-words, emotions, and social words more than men. Bad news. You were right if you guessed that women use social words more. However, women use I-words and cognitive words at far higher rates than men. There are no reliable differences between men and women for use of we-words or emotion words (OK, those were trick questions). And men use articles more than women, when you might guess there’d be no difference.

These differences hold up across written and spoken language and most other languages that we have studied. You can’t help but marvel at the fact that we are all bombarded by words from women and men every day of our lives and most of us have never “heard” these sex differences in language. Part of the problem is that our brains aren’t wired to listen to pronouns, articles, prepositions, and other “junk” words. When we listen to another person, we typically focus on what they are saying rather than how they are saying it.

Men and women use language differently because they negotiate their worlds differently. Across dozens and dozens of studies, women tend to talk more about other human beings. Men, on the other hand, are more interested in concrete objects and things. To talk about human relationships requires social and cognitive words. To talk about concrete objects, you need concrete nouns which typically demand the use of articles.

No matter what your sex, if you have to explain that Sally is leaving her husband because of her new lover, you have to make references to all the actors and you have to do some fairly complex cognitive analyses. If you have to explain why your carburetor in your car is broken, your causal analysis will likely be relatively pallid and will involve referring to concrete nouns.

COOK: You write about using this to analyze historical documents. Do you think this tool might be of any use to historians or biographers?

PENNEBAKER: Historians and biographers should jump on this new technology. The recent release of the Google Books Project should be required reading for everyone in the humanities. For the first time in the history of the world, there are methods by which to analyze tremendously large and complex written works by authors from all over the world going back centuries. We can begin to see how thinking, emotional expression, and social relations evolve as a function of world-wide events. The possibilities are breathtaking.

In my own work, we have analyzed the collected works of poets, playwrights, and novelists going back to the 1500s to see how their writing changed as they got older. We’ve compared the pronoun use of suicidal versus non-suicidal poets. Basically, poets who eventually commit suicide use I-words more than non-suicidal poets.
The analysis of language style can also serve as a psychological window into authors and their relationships. We have analyzed the poetry of Elizabeth Barrett and Robert Browning and compared it with the history of their marriage. Same thing with Ted Hughes and Sylvia Plath. Using a method we call Language Style Matching, we can isolate changes in the couples’ relationships.

COOK: What are some of the more unusual “texts” you have applied this technique to?

PENNEBAKER: Some of the more unusual texts have been my own. There is something almost creepy about analyzing your own emails, letters of recommendation, web pages, and natural conversations.

COOK: And what have you found?

PENNEBAKER: One of the most interesting results was part of a study my students and I conducted dealing with status in email correspondence. Basically, we discovered that in any interaction, the person with the higher status uses I-words less (yes, less) than people who are low in status. The effects were quite robust and, naturally, I wanted to test this on myself. I always assumed that I was a warm, egalitarian kind of guy who treated people pretty much the same.

I was the same as everyone else. When undergraduates wrote me, their emails were littered with I, me, and my. My response, although quite friendly, was remarkably detached — hardly an I-word graced the page. And then I analyzed my emails to the dean of my college. My emails looked like an I-word salad; his emails back to me were practically I-word free.

COOK: Does your work have any application in lie detection?

PENNEBAKER: It does. Several labs, including ours, have now conducted studies to evaluate the prospect of building a linguistic lie detector. The preliminary findings are promising. In controlled studies, we can catch lying about 67% of the time where 50% is chance. Humans, reading the same transcripts, only catch lying 53% of the time. This is actually quite impressive unless you are a person in the judicial system. If you are waiting for a language-based system to catch real world lying at rates of 90 or 95 percent of the time, it won’t happen in your lifetime. It’s simply too complicated.

COOK: What are you looking into now? Where do you see the field going in the future?

PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major.

To me, the use of nouns — especially concrete nouns — reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

I think one advantage I have had in my career is that I’ve got a short attention span. If something new and exciting bubbles up in our data, I will likely drop what I’m doing and try to understand it. It’s a wonderful time to be alive.

Ensino americano abandona aos poucos a escrita em cursivo (Valor Econômico)

JC e-mail 4302, de 18 de Julho de 2011.

Maioria dos estados já não obriga o aprendizado; especialistas veem tendência.

O estado de Indiana, localizado no Meio-Oeste americano, acabou com a exigência de que as suas escolas ensinem a escrita cursiva, aquele estilo de escrever em que as palavras são formadas com letras emendadas pelas pontas. Com isso, juntou-se a uma onda crescente nos Estados Unidos de privilegiar no currículo outras habilidades hoje consideradas mais úteis, como digitar textos em teclados dos computadores.

Com a mudança, Indiana alinha-se a um padrão comum de ensino adotado por 46 Estados americanos. Nele, não há nenhuma menção à escrita cursiva, mas recomenda-se o ensino de digitação. É um reconhecimento de que, com as novas tecnologias, como computadores e telefones inteligentes, as pessoas cada vez menos precisam escrever de forma cursiva, seja no trabalho ou nas suas atividades do dia-a-dia. Basta aprender a escrever com a mão – exigência que ainda faz parte do currículo de Indiana e dos padrões comuns adotados pelos estados – seja com letras de forma, cursiva ou um misto dos dois estilos.

Também é um reflexo do que muitos nos Estados Unidos veem como uma sobrecarga no currículo escolar, com tempo sempre insuficiente para ensinar disciplinas consideradas fundamentais para passar nos testes usados para admissão nas faculdades, como matemática e leitura de textos. Pesquisas nacionais sobre como o tempo é gasto nas salas de aula mostram que 90% dos professores da 1ª a 3ª séries do ensino primário dedicam apenas 60 minutos por semana ao desenvolvimento da escrita com a mão.

A tendência de abandonar o ensino da escrita cursiva é vista com preocupação por parte dos americanos. Para alguns, as novas gerações terão mais dificuldades para fazer atividades básicas, como preencher e assinar cheques. Outros ponderam que os jovens não serão capazes de ler a declaração de independência no original, toda escrita de forma cursiva, num argumento que apela para o patriotismo americano.

Richard S. Christen, professor da Escola de Educação da Universidade de Portland, no Estado do Oregon, é um dos que dizem que as escolas devem pensar duas vezes antes de suspender o ensino da escrita cursiva, embora ele considere cada vez mais difícil defender a tese de que essa é uma habilidade com valor prático.

Divulgação – Richard Christen, professor da Escola de Educação da Universidade de Portland. “Se você voltar ao século XVII ou XIX, seria impossível fechar negócios sem os escrivãos, que foram cuidadosamente treinados na técnica de escrever com as mãos para registrar os fatos”, disse Christen ao Valor. “Mas hoje o valor prático disso é bem menor.”

Ele pondera, porém, que a escrita cursiva também tem um valor estético em si mesma e diz respeito a valores importantes como civilidade. “A escrita cursiva é um jeito de as pessoas se comunicarem com as outras de forma elegante, valorizando a beleza”, afirma. “Essa é uma chance para as crianças fazerem algo com suas mãos todos os dias, prestando atenção para os elementos de beleza, como formas, contornos e linhas”, afirma. Além disso, estimula as crianças a prestarem atenção na forma como se dirigem e se comunicam com as outras pessoas.

Para o professor Steve Graham, da Universidade de Vanderbilt, uma das maiores autoridades americanas no assunto, a questão central não é necessariamente a escrita cursiva, mas sim preservar o espaço para a escrita à mão de forma geral no currículo.

Apesar de todo o barulho em torno das novas tecnologias, a realidade, afirma ele ao Valor, é que hoje a maioria das crianças nas escolas americanas ainda faz os seus trabalhos em sala de aula com as mãos, pois de forma geral ainda não existe um computador para cada uma delas. Num ambiente como esse, a boa grafia é crucial para o bom aprendizado e para o sucesso na vida acadêmica, ainda que no mundo fora das salas de aula predominem computadores, iPads e telefones inteligentes.

Pesquisa recente conduzida por Graham mostra que, se trabalhos escolares ou provas são apresentados numa grafia sofrível, as notas tendem a ser mais baixas, a despeito do conteúdo. “As pessoas formam opiniões sobre a qualidade de suas ideias com base na sua qualidade de sua escrita”, afirma Graham.

Nesse estudo, alunos escreveram redações, que foram submetidas em seguida a avaliações com notas entre 0 e 100. O passo seguinte foi pegar redações medianas, que tiveram nota 50, e reproduzir seu conteúdo em duas versões, uma com grafia impecável e outra com grafia sofrível, embora legível. Submetidas a uma nova avaliação, a conclusão é que a mesma redação mediana ganhou notas muito boas quando escrita com letras caprichadas e notas inferiores quando escritas com garranchos.

A habilidade de escrever à mão também tem influência sobre a capacidade da criança de produzir bons conteúdos na escrita. Velocidade é crucial. Quando a escrita se torna um processo automático, afirma Graham, as ideias fluem mais rapidamente do cérebro para o papel e, portanto, não se perdem no meio do caminho. Pessoas bem treinadas para escrever com as mãos fazem tudo de forma automática e não precisam pensar sobre o que ocorre com o lápis – e sobram assim mais neurônios para serem dedicados a coisas mais importantes, como refletir sobre a mensagem, organizar as ideias e formar frases e parágrafos.

São bons argumentos para não se abandonar o ensino da escrita à mão pela digitação. Mas qual técnica é mais importante: a cursiva ou a simples escrita à mão? Graham diz que a escrita em letras de forma é em geral mais legível do que a cursiva, mas a escrita cursiva é mais rápida do que a escrita em letra de forma. “As diferenças não são grandes o suficiente para justificar muito debate”, disse. “O importante é ter um estilo de escrita à mão que seja ao mesmo tempo legível e rápido.”

Mas no futuro, reconhece ele, o ensino da escrita à mão pode se tornar menos importante, à medida que ter um computador para cada aluno se torne algo universal. O ensino de digitação, por outro lado, torna-se cada vez mais relevante. “Eles são muito bons com seus telefones, com o twitter, mas não com os computadores”, afirma Graham.

No Brasil, educadores se dividem sobre benefícios – Pais decepcionados com o aprendizado dos filhos poderiam dizer que tudo não passa de um debate bizantino sobre se é melhor tentar decifrar garranchos escritos com letra de médico ou torpedos criptografados numa novilíngua que aboliu as vogais. De qualquer forma, as opiniões se dividem também entre os educadores brasileiros quando se discute a validade de um abandono do ensino da escrita em cursivo.

Para Telma Weisz, doutora em psicologia da aprendizagem e do desenvolvimento pela Universidade de São Paulo (USP) e supervisora pedagógica do Programa Ler e Escrever, do governo do Estado de São Paulo, “a escrita manuscrita é um resto da Idade Média”. “Do ponto de vista da aprendizagem, não há perda em não usar a manuscrita”, afirma. Segundo ela, a escrita cursiva ajuda o aluno a memorizar a forma ortográfica das palavras, mas um programa de computador processador de texto tem a mesma eficiência, “com mais recursos, aliás”.

Weisz diz que o problema não é desprezar a escrita cursiva e mergulhar de vez na digitação, e sim que “no Brasil não há condições de se fazer isso. Temos escolas onde não há luz, que dirá escola onde todos os alunos tenham um computador”.

João Batista Araujo e Oliveira, doutor em pesquisa educacional pela Florida State University (EUA) e presidente do Instituto Alfa e Beto, ONG dedicada à alfabetização, discorda de Weisz. “Há pesquisas que comparam crianças que aprenderam com a letra cursiva e que aprenderam no teclado, e quem escreve mais à mão grava mais a forma ortográfica da palavra”, diz.

No entanto, Oliveira não tem uma posição radical contra a política adotada pela maioria dos Estados americanos, de não obrigar o ensino do cursivo. “Essas coisas mudam mesmo, é inevitável. Sempre que você tem uma tecnologia nova você procura um meio mais eficiente de avançar. A letra cursiva, por exemplo, é um grande avanço em relação à letra de forma, porque o aluno não tira o lápis do papel.”

Oliveira acredita que antes de se fazer uma mudança dessas é preciso pensar nos “efeitos colaterais”, dando como exemplo a tabuada e a máquina de calcular. “Para pagar o táxi, o cafezinho, você tem que fazer conta de cabeça. Quem só ensina usando a calculadora priva o cidadão de uma competência que dá uma eficiência social muito grande.”

Luis Marcio Barbosa, diretor-geral do colégio Equipe, de São Paulo, descarta adotar a política na sua escola. “Há um conjunto de aprendizado que vem junto com o aprendizado da escrita cursiva que é imprescindível para o desenvolvimento das crianças, que tem a ver com a motricidade, com a organização espacial.” E, além de tudo, diz, “as crianças podem aprender as duas coisas, não precisa ser uma em detrimento da outra.”

Linguistic joke

A linguistics professor was lecturing the class.
“In English,” he explained, “a double negative forms a positive. In some languages, such as Russian, a double negative is still a negative.”
“However,” the professor continued, “there is no language wherein a double positive can form a negative.”
Immediately, a voice from the back of the room piped up: “Yeah… right…”
(Posted on the LinkedIn Anthropology and Linguistics Group)

Why Are Spy Researchers Building a ‘Metaphor Program’? (The Atlantic)

MAY 25 2011, 4:19 PM ET

ALEXIS MADRIGAL – Alexis Madrigal is a senior editor at The Atlantic. He’s the author of Powering the Dream: The History and Promise of Green Technology.
A small research arm of the U.S. government’s intelligence establishment wants to understand how speakers of Farsi, Russian, English, and Spanish see the world by building software that automatically evaluates their use of metaphors.That’s right, metaphors, like Shakespeare’s famous line, “All the world’s a stage,” or more subtly, “The darkness pressed in on all sides.” Every speaker in every language in the world uses them effortlessly, and the Intelligence Advanced Research Projects Activity wants know how what we say reflects our worldviews. They call it The Metaphor Program, and it is a unique effort within the government to probe how a people’s language reveals their mindset.

“The Metaphor Program will exploit the fact that metaphors are pervasive in everyday talk and reveal the underlying beliefs and worldviews of members of a culture,” declared an open solicitation for researchers released last week. A spokesperson for IARPA declined to comment at the time.

diagram.jpg
IARPA wants some computer scientists with experience in processing language in big chunks to come up with methods of pulling out a culture’s relationship with particular concepts.”They really are trying to get at what people think using how they talk,” Benjamin Bergen, a cognitive scientist at the University of California, San Diego, told me. Bergen is one of a dozen or so lead researchers who are expected to vie for a research grant that could be worth tens of millions of dollars over five years, if the team scan show progress towards automatically tagging and processing metaphors across languages.

“IARPA grants are big,” said Jennifer Carter of Applied Research Associates, a 1,600-strong research company that may throw its hat in the Metaphor ring after winning a lead research spot in a separate IARPA solicitation. While no one knows the precise value of the rewards of the IARPA grants and the contracts are believed to vary widely, they tend to support several large teams of multidisciplinary researchers, Carter said. The awards, which would initially go to several teams, could range into the five digits annually. “Generally what happens… there will be a ‘downselect’ each year, so maybe only one team will get money for the whole program,” she said.*

All this to say: The Metaphor Program may represent a nine-figure investment by the government in understanding how people use language. But that’s because metaphor studies aren’t light or frilly and IARPA isn’t afraid of taking on unusual sounding projects if they think they might help intelligence analysts sort through and decode the tremendous amounts of data pouring into their minds.

In a presentation to prospective research “performers,” as they’re known, The Metaphor Program’s manager, Heather McCallum-Bayliss gave the following example of the power of metaphors in political discussions. Her slide reads:

Metaphors shape how people think about complex topics and can influence beliefs. A study presented participants with a report on crime in a city; they were asked how crime should be addressed in the city. The report contained statistics, including crime and murder rates, as well as one of two metaphors, CRIME AS A WILD BEAST or CRIME AS A VIRUS. The participants were influenced by the embedded metaphor…

McCallum-Bayliss appears to be referring to a 2011 paper published in the PLoS ONE, “Metaphors We Think With: The Role of Metaphor in Reasoning,” lead authored by Stanford’s Paul Thibodeau. In that case, if people were given the crime-as-a-virus framing, they were more likely to suggest social reform and less likely to suggest more law enforcement or harsher punishments for criminals. The differences generated by the metaphor alternatives were “were larger than those that exist between Democrats and Republicans, or between men and women,” the study authors noted.

Every writer (and reader) knows that there are clues to how people think and ways to influence each other through our use of words. Metaphor researchers, of whom there are a surprising number and variety, have formalized many of these intuitions into whole branches of cognitive linguistics using studies like the one outlined above (more on that later). But what IARPA’s project calls for is the deployment of spy resources against an entire language. Where you or I might parse a sentence, this project wants to parse, say, all the pages in Farsi on the Internet looking for hidden levers into the consciousness of a people.

“The study of language offers a strategic opportunity for improved counterterrorist intelligence, in that it enables the possibility of understanding of the Other’s perceptions and motivations, be he friend or foe,” the two authors of Computational Methods for Counterterrorism wrote. “As we have seen, linguistic expressions have levels of meaning beyond the literal, which it is critical to address. This is true especially when dealing with texts from a high-context traditionalist culture such as those of Islamic terrorists and insurgents.”

In the first phase of the IARPA program, the researchers would simply try to map from the metaphors a language used to the general affect associated with a concept like “journey” or “struggle.” These metaphors would then be stored in the metaphor repository. In a later stage, the Metaphor Program scientists will be expected to help answer questions like, “What are the perspectives of Pakistan and India with respect to Kashmir?” by using their metaphorical probes into the cultures. Perhaps, a slide from IARPA suggests, metaphors can tell us something about the way Indians and Pakistanis view the role of Britain or the concept of the “nation” or “government.”

The assumption is that common turns of phrase, dissected and reassembled through cognitive linguistics, could say something about the views of those citizens that they might not be able to say themselves. The language of a culture as reflected in a bunch of text on the Internet might hide secrets about the way people think that are so valuable that spies are willing to pay for them.

MORE THAN WORDS

IARPA is modeled on the famed DARPA — progenitors of the Internet among other wonders — and tasked with doing high-risk, high-reward research for the many agencies, the NSA and CIA among them, that make up the American intelligence-gathering force. IARPA is, as you might expect, a low-profile organization. Little information is available from the organization aside from a couple of interviews that its administrator, Lisa Porter, a former NASA official, gave back in 2008 to Wiredand IEEE Spectrum. Neither publication can avoid joking that the agency is like James Bond’s famous research crew, but it turns out that the place is more likely to use “cloak-and-dagger” in a sentence than in actual combat with supervillainy.

A major component of the agency’s work is data mining and analysis. IARPA is split into three program offices with distinct goals: Smart Collection “to dramatically improve the value of collected data from all sources”; Incisive Analysis “to maximize insight from the information we collect, in a timely fashion”; and Safe & Secure Operations “to counter new capabilities implemented by our adversaries that would threaten our ability to operate freely and effectively in a networked world.” The Metaphor Program falls under the office of Incisive Analysis and is headed by the aforementioned McCallum-Bayliss, a former technologist at Lockheed Martin and IBM, who co-filed several patents relating to the processing of names in databases.

Incisive Analysis has put out several calls for other projects. They range widely in scope and domain. The Babel Program seeks to “demonstrate the ability to generate a speech transcription system for any new language within one week to support keyword search performance for effective triage of massive amounts of speech recorded in challenging real-world situations.” ALADDIN aims to create software to automatically monitor massive amounts of video. The FUSE Program is trying to “develop automated methods that aid in the systematic, continuous, and comprehensive assessment of technical emergence” using the scientific and patent literature.

All three projects are technologically exciting, but none of those projects has the poetic ring nor the smell of humanity of The Metaphor Program. The Metaphor Program wants to understand what human beings mean through the unvoiced emotional inflection of our words. That’s normally the work of an examined life, not a piece of spy software.

There is some precedent for the work. It comes from two directions: cognitive linguistics and natural language processing. On the cognitive linguistic side, George Lakoff and Mark Johnson of the University of California, Berkeley did the foundational work, notably in their 1980 book,Metaphors We Live By. As summarized recently by Zoltán Kövecses in his book, Metaphor: A Practical Introduction, Lakoff and Johnson showed that metaphors weren’t just the devices of writers but rather “a valuable cognitive tool without which neither poets nor you and I as ordinary people could live.”

In this school of cognitive linguistics, we need to use more embodied, concrete domains in order to describe more abstract ones. Researchers assembled the linguistic expressions we use like “That class gave me food for thought” and “His idea was half-baked” into a construct called a “conceptual category.” These come in the form of awesomely simple sentences like “Ideas Are Food.” And there are whole great lists of them. (My favorites: Darkness Is a Solid; Time Is Something Moving Toward You; Happiness Is Fluid In a Container; Control Is Up.) The conceptual categories show that humans use one domain (“the source”) to describe another (“the target”). So, take Ideas Are Food: thinking is preparing food and understanding is digestion and believing is swallowing and learning is eating and communicating is feeding. Put simply: We import the logic of the source domain into the target domain.

Below, you can check out how one, “Ideas Are Food,” is expressed, or skip past the gallery to the rest of the story.

The main point here is that metaphors, in this sense, aren’t soft or literary in any narrow sense. Rather, they are a deep and fundamental way that humans make sense of the world. And unfortunately for spies who want to filter the Internet to look for dangerous people, computers can’t make much sense out of sentences like, “We can make beautiful music together,” which Google translates as something about actually playing music when, of course, it really means, “We can be good together.” (Or as the conceptual category would phrase it: “Interpersonal Harmony Is Musical Harmony.”)

While some of the underlying structures of the metaphors — the conceptual categories — are near universal (e.g. Happy Is Up), there are many variations in their range, elaboration, and emphasis. And, of course, not every category is universal. For example, Kövecses points to a special conceptual category in Japanese centered around the hara, or belly, “Anger Is (In The) Hara.” In Zulu, one finds an important category, “Anger Is (Understood As Being) In the Heart,” which would be rare in English. Alternatively, while many cultures conceive of anger as a hot fluid in a container, it’s in English that we “blow off steam,” a turn of phrase that wouldn’t make sense in Zulu.

These relationships have been painstakingly mapped by human analysts over the last 30 years and they represent a deep culturolinguistic knowledge base. For the cognitive linguistic school, all of these uses of language reveal something about the way the people of a culture understand each other and the world. And that’s really the target of the metaphor program, and what makes it unprecedented. They’re after a deeper understanding of the way people use words because the deep patterns encoded in language may help intelligence analysts understand the people, not just the texts.

For Lakoff, it’s about time that the government started taking metaphor seriously. “There have been 30 years of neglect of current linguistics in all government-sponsored research,” he told me. “And finally there is somebody in the government who has managed to do something after many years of trying.”

UC San Diego’s Bergen agreed. “It’s a totally unique project,” he said. “I’ve never seen anything like it.”

But that doesn’t mean it’s going to be easy to create a system that can automatically deduce what Americans’ biases about education from a statement like “The teacher spoon-fed the students.”

Lakoff contends that it will take a long, sustained effort by IARPA (or anyone else) to complete the task. “The quick-and-dirty way” won’t work, he said. “Are they going to do a serious scientific account?”

BUILDING A METAPHOR MACHINE

The metaphor problem is particularly difficult because we don’t even know what the right answers to our queries are, Bergen said.

“If you think about other sorts of automation of language processing, there are right answers,” he said. “In speech recognition, you know what the word should be. So you can do statistical learning. You use humans, tag up a corpus and then run some machine learning algorithms on that. Unfortunately, here, we don’t know what the right answers are.”

For one, we don’t really have a stable way of telling what is and what is not metaphorical language. And metaphorical language is changing all the time. Parsing text for metaphors is tough work for humans and we’re made for it. The kind of intensive linguistic analysis that’s made Lakoff and his students (of whom Bergen was one) famous can take a human two hours for every 500 words on the page.

But it’s that very difficulty that makes people want to deploy computing resources instead of human beings. And they do have some directions that they could take. James Martin of the University of Colorado played a key role in the late 1980s and early 1990s in defining the problem and suggesting a solution. Martin contended “the interpretation of novel metaphors can be accomplished through the systematic extension, elaboration, and combination of knowledge about already well-understood metaphors,” in a 1988 paper.

What that means is that within a given domain — say, “the family” in Arabic — you can start to process text around that. First you’ll have humans go in and tag up the data, finding the metaphors. Then, you’d use what they learned about the target domain “family” to look for metaphorical words that are often associated with it. Then, you run permutations on those words from the source domain to find other metaphors you might not have before. Eventually you build up a repository of metaphors in Arabic around the domain of family.

Of course, that’s not exactly what IARPA’s looking for, but it’s where the research teams will be starting. To get better results, they will have to start to learn a lot more about the relationships between the words in the metaphors. For Lakoff, that means understanding the frames and logics that inform metaphors and structure our thinking as we use them. For Bergen, it means refining the rules by which software can process language. There are three levels of analysis that would then be combined. First, you could know something about the metaphorical bias of an individual word. Crossroads, for example, is generally used in metaphorical terms. Second, words in close proximity might generate a bias, too. “Knockout in the same clause as ‘she’ has a much higher probability of being metaphorical if it’s in close proximity to ‘he,'” Bergen offered as an example. Third, for certain topics, certain words become more active for metaphorical usage. The economy’s movement, for example, probably maps to a source domain of motion through space. So, accelerate to describe something about the economy is probably metaphorical. Create a statistical model to combine the outputs of those three processes and you’ve got a brute-force method for identifying metaphors in a text.

In this particular competition, there will be more nuanced approaches based on parsing the more general relationships between words in text: sorting out which are nouns and how they connect to verbs, etc. “If you have that information, then you can find parts of sentences that don’t look like they should be there,” Bergen explained. A classic kind of identifier would be a type mismatch. “If I am the verb ‘smile,’ I like to have a subject that has a face,” he said. If something without a face is smiling, it might be an indication that some kind of figurative language is being employed.

From these constituent parts — and whatever other wild stuff people cook up —  the teams will try to build a metaphor machine that can convert a language into underlying truths about a culture. Feed text in one end and wait on the other end of the Rube Goldberg software for a series of beliefs about family or America or power.

We might never be able to build such a thing. Indeed, I get the feeling that we can’t, at least not yet. But what if we can?

“Are they going to use it wisely?” Lakoff posed. “Because using it to detect terrorists is not a bad idea, but then the question is: Are they going to use it to spy on us?”

I don’t know, but I know that as an American I think through these metaphors: Problem Is a Target; Society Is a Body; Control Is Up.

* This section of the story was updated to more accurately reflect the intent of Carter’s statement.

Aceitam tudo (Terra Magazine)

Quinta, 19 de maio de 2011, 08h14 Atualizada às 18h50 (link original aqui).

Trecho do livro “Por uma Vida Melhor” apresenta a pergunta “posso falar ‘os livro’?”

Sírio Possenti
De Campinas (SP)

De vez em quando, alguém diz que lingüistas “aceitam” tudo (isto é, que acham certa qualquer construção). Um comentário semelhante foi postado na semana passada. Achei que seria uma boa oportunidade para tentar esclarecer de novo o que fazem os linguistas.

Mas a razão para tentar ser claro não tem mais a ver apenas com aquele comentário. Surgiu uma celeuma causada por notas, comentários, entrevistas etc. a propósito de um livro de português que o MEC aprovou e que ensinaria que é certo dizer Os livro. Perguntado no espaço dos comentários, quando fiquei sabendo da questão, disse que não acreditava na matéria do IG, primeira fonte do debate. Depois tive acesso à indigitada página, no mesmo IG, e constatei que todos os que a leram a leram errado. Mas aposto que muitos a comentaram sem ler.

Vou tratar do tal “aceitam tudo”, que vale também para o caso do livro.

Primeiro: duvido que alguém encontre esta afirmação em qualquer texto de linguística. É uma avaliação simplificada, na verdade, um simulacro, da posição dos linguistas em relação a um dos tópicos de seus estudos – a questão da variação ou da diversidade interna de qualquer língua. Vale a pena insistir: de qualquer língua.

Segundo: “aceitar” é um termo completamente sem sentido quando se trata de pesquisa. Imaginem o ridículo que seria perguntar a um químico se ele aceita que o oxigênio queime, a um físico se aceita a gravitação ou a fissão, a um ornitólogo se ele aceita que um tucano tenha bico tão desproporcional, a um botânico se ele aceita o cheiro da jaca, ou mesmo a um linguista se ele aceita que o inglês não tenha gênero nem subjuntivo e que o latim não tivesse artigo definido.

Não só não se pergunta se eles “aceitam”, como também não se pergunta se isso tudo está certo. Como se sabe, houve época em que dizer que a Terra gira ao redor do sol dava fogueira. Semmelveis foi escorraçado pelos médicos que mandavam em Viena porque disse que todos deveriam lavar as mãos antes de certos procedimentos (por exemplo, quem viesse de uma autópsia e fosse verificar o grau de dilatação de uma parturiente). Não faltou quem dissesse “quem é ele para mandar a gente lavar as mãos?”

Ou seja: não se trata de aceitar ou de não aceitar nem de achar ou de não achar correto que as pessoas digam os livro. Acabo de sair de uma fila de supermercado e ouvi duas lata, dez real, três quilo a dar com pau. Eu deveria mandar esses consumidores calar a boca? Ora! Estávamos num caixa de supermercado, todos de bermuda e chinelo! Não era um congresso científico, nem um julgamento do Supremo!

Um linguista simplesmente “anota” os dados e tenta encontrar uma regra, isto é, uma regularidade, uma lei (não uma ordem, um mandato).

O caso é manjado: nesta variedade do português, só há marca de plural no elemento que precede o nome – artigo ou numeral (os livro, duas lata, dez real, três quilo). Se houver mais de dois elementos, a complexidade pode ser maior (meus dez livro, os meus livro verde etc.). O nome permanece invariável. O linguista vê isso, constata isso. Não só na fila do supermercado, mas também em documentos da Torre do Tombo anteriores a Camões. Portanto, mesmo na língua escrita dos sábios de antanho.

O linguista também constata the books no inglês, isto é, que não há marca de plural no artigo, só no nome, como se o inglês fosse uma espécie de avesso do português informal ou popular. O linguista aceita isso? Ora, ele não tem alternativa! É um dado, é um fato, como a combustão, a gravitação, o bico do tucano ou as marés. O linguista diz que a escola deve ensinar formas como os livro? Esse é outro departamento, ao qual volto logo.

Faço uma digressão para dar um exemplo de regra, porque sei que é um conceito problemático. Se dizemos “as cargas”, a primeira sílaba desta sequência é “as”. O “s” final é surdo (as cordas vocais não vibram para produzir o “s”). Se dizemos “as gatas”, a primeira sílaba é a “mesma”, mas nós pronunciamos “az” – com as cordas vocais vibrando para produzir o “z”. Por que dizemos um “z” neste caso? Porque a primeira consoante de “gatas” é sonora, e, por isso, a consoante que a antecede também se sonoriza. Não acredita? Vá a um laboratório e faça um teste. Ou, o que é mais barato, ponha os dedos na sua garganta, diga “as gatas” e perceberá a vibração. Tem mais: se dizemos “as asas”, não só dizemos um “z” no final de “as”, como também reordenamos as sílabas: dizemos as.ga.tas e as.ca.sas, mas dizemos a.sa.sas (“as” se dividiu, porque o “a” da palavra seguinte puxou o “s/z” para si). Dividimos “asas” em “a.sas”, mas dividimos “as asas” em a.sa.sas.

Volto ao tema do linguista que aceitaria tudo! Para quem só teve aula de certo / errado e acha que isso é tudo, especialmente se não tiver nenhuma formação histórica que lhe permitiria saber que o certo de agora pode ter sido o errado de antes, pode ser difícil entender que o trabalho do linguista é completamente diferente do trabalho do professor de português.

Não “aceitar” construções como as acima mencionadas ou mesmo algumas mais “chocantes” é, para um linguista, o que seria para um botânico não “aceitar” uma gramínea. O que não significa que o botânico paste.

Proponho o seguinte experimento mental: suponha que um descendente seu nasça no ano 2500. Suponha que o português culto de então inclua formas como “A casa que eu moro nela mais os dois armário vale 300 cabral” (acho que não será o caso, mas é só um experimento). Seu descendente nunca saberá que fala uma língua errada. Saberá, talvez (se estudar mais do que você), que um ancestral dele falava formas arcaicas do português, como 300 cabrais.

Outro tema: o linguista diz que a escola deve ensinar a dizer Os livro? Não. Nenhum linguista propõe isso em lugar nenhum (desafio os que têm opinião contrária a fornecer uma referência). Aliás, isso não foi dito no tal livro, embora todos os comentaristas digam que leram isso.

O linguista não propõe isso por duas razões: a) as pessoas já sabem falar os livro, não precisam ser ensinadas (observe-se que ninguém falao livros, o que não é banal); b) ele acha – e nisso tem razão – que é mais fácil que alguém aprenda os livros se lhe dizem que há duas formas de falar do que se lhe dizem que ele é burro e não sabe nem falar, que fala tudo errado. Há muitos relatos de experiências bem sucedidas porque adotaram uma postura diferente em relação à fala dos alunos.

Enfim, cada campo tem seus Bolsonaros. Merecidos ou não.

PS 1 – todos os comentaristas (colunistas de jornais, de blogs e de TVs) que eu ouvi leram errado uma página (sim, era só UMA página!) do livro que deu origem à celeuma na semana passada. Minha pergunta é: se eles defendem a língua culta como meio de comunicação, como explicam que leram tão mal um texto escrito em língua culta? É no teste PISA que o Brasil, sempre tem fracassado, não é? Pois é, este foi um teste de leitura. Nosso jornalismo seria reprovado.

PS 2 – Alexandre Garcia começou um comentário irado sobre o livro em questão assim, no Bom Dia, Brasil de terça-feira: “quando eu TAVA na escola…”. Uma carta de leitor que criticava a forma “os livro” dizia “ensinam os alunos DE que se pode falar errado”. Uma professora entrevistada que criticou a doutrina do livro disse “a língua é ONDE nos une” e Monforte perguntou “Onde FICA as leis de concordância?”. Ou seja: eles abonaram a tese do livro que estavam criticando. Só que, provavelmente, acham que falam certinho! Não se dão conta do que acontece com a língua DELES mesmos!!

* * *

[Quatro dias após esse excelente artigo de Sírio Possenti, O Globo publica editorial – abaixo – onde fica evidente que, como sugere Sírio, tanto foco em questões formais tem o intuito de esconder a baixa qualidade dos argumentos (e do jornalismo que daí decorre). Um verdadeiro show de conservadorismo reducionista: escola é pra “salvar os pobres” inculcando-lhes “a verdadeira cultura”, essa que também deve ser a marca da “inteligência do País”. A qualidade da educação, sugere o texto, se mede com indicadores estatísticos apenas – e não tem nada que ver com a formação de cidadãos, membros ativos de suas comunidades, etc. Ou seja, a educação é um problema técnico, e não político. Na minha opinião, a classe média carioca não merece tanto bolsonarismo.]

Desatino nas escolas

Editorial do jornal O Globo de 23/05/2011.

Os dicionários definem o termo “didática” como a técnica de ensinar, meio para dirigir e orientar o aprendizado. Os livros didáticos, por extensão, se constituem no instrumento pelo qual o ensino do uso correto da língua é ministrado nas escolas. Ao permitir na rede pública – base da formação educacional da grande maioria dos estudantes do País – a adoção de um livro que permite erros de português como parte do processo de aprendizagem, o MEC dá abrigo a uma perigosa contradição. Em nome de uma ideologia de proteção a “excluídos da sociedade”, o governo avaliza um projeto que, na prática, inviabiliza a inclusão. Coonestar erros de gramática, sob o falso princípio de que se deve derrubar preconceitos linguísticos, agrava o marginalismo cultural a que o desconhecimento da língua condena aqueles que, por enfrentar condições sociais adversas, têm poucas chances de adquirir conhecimentos que lhes permitam mudar sua realidade.

O argumento da autora do livro “Por uma vida melhor”, Heloísa Ramos, de que em vez de “certo” e “errado” na avaliação do aprendizado da língua deve-se usar a ideia de “adequado” ou “inadequado”, transfere a discussão para o plano da linguística, quando o que de fato interessa é a questão da didática do ensino, a maneira como as crianças serão alfabetizadas e os instrumentos de instrução que lhes serão fornecidos para aprenderem a escrever corretamente.

Trata-se de questão muito mais séria do que é capaz de alcançar a ideologia de almanaque que justifica tais agressões à língua, à inteligência do País e, não menos importante, à formação dos próprios jovens alunos. A defesa de erros primários de concordância verbal e de princípios da gramática, por si só, é inconcebível em qualquer nação que zele por sua língua. E se torna ainda mais indefensável num País como o Brasil, onde o precário nível de ensino, particularmente nas escolas públicas, é responsável por vergonhosos indicadores educacionais. Pode-se imaginar a confusão na cabeça do jovem aluno que, despendendo esforços para aprender as regras da sua língua, seja confrontado com um livro – logo, instrumento supostamente confiável – em que se tem como corretas frases do tipo “nós pega o peixe” ou “dois real”.

Por outros exemplos de semelhantes ataques a padrões de comportamento, tem-se por óbvio que a questão do livro de Heloísa Ramos não é episódio isolado no País. Faz parte de um contexto mais amplo, que se move pelo princípio do “politicamente correto”. É a mesma cartilha que, no plano do ensino, instrui adeptos do racialismo a condenar, como racista, a obra de Monteiro Lobato (e, como decorrência, a praticar boçalidades como a manifestação, no Rio, contra um bloco de carnaval, e iniquidades como a edição, pelo MEC, de uma bula que oriente os professores como “ensinar” a obra do escritor nas escolas).

Em última análise, permitir a circulação de tal livro é uma agressão não só ao bom senso, mas ao direito do aluno de receber ensino de boa qualidade. Ao aceitar tal desatino, em nome de um ideário de suposta defesa dos excluídos, o MEC boicota o esforço de melhorar os indicadores da Educação no País. Em vez de ajudar a abrir fronteiras da cultura a uma considerável parcela de brasileiros, para os quais o acesso a instrução é tábua de salvação contra adversidades sociais, o ministério apenas os estimula a cultivar erros – que no futuro, na luta pela inclusão social (seja no mercado de trabalho, ou em instituições de ensino que lhes cobrarão conhecimento da língua), lhes custarão caro.

Lingodroid Robots Invent Their Own Spoken Language (IEEE Spectrum)

By EVAN ACKERMAN  /  TUE, MAY 17, 2011

lingodroids language robots

When robots talk to each other, they’re not generally using language as we think of it, with words to communicate both concrete and abstract concepts. Now Australian researchers are teaching a pair of robots to communicate linguistically like humans by inventing new spoken words, a lexicon that the roboticists can teach to other robots to generate an entirely new language.

Ruth Schulz and her colleagues at the University of Queensland and Queensland University of Technology call their robots the Lingodroids. The robots consist of a mobile platform equipped with a camera, laser range finder, and sonar for mapping and obstacle avoidance. The robots also carry a microphone and speakers for audible communication between them.

To understand the concept behind the project, consider a simplified case of how language might have developed. Let’s say that all of a sudden you wake up somewhere with your memory completely wiped, not knowing English, Klingon, or any other language. And then you meet some other person who’s in the exact same situation as you. What do you do?

What might very well end up happening is that you invent some random word to describe where you are right now, and then point at the ground and tell the word to the other person, establishing a connection between this new word and a place. And this is exactly what the Lingodroids do. If one of the robots finds itself in an unfamiliar area, it’ll make up a word to describe it, choosing a random combination from a set of syllables. It then communicates that word to other robots that it meets, thereby defining the name of a place.

lingodroids language robots

From this fundamental base, the robots can play games with each other to reinforce the language. For example, one robot might tell the other robot “kuzo,” and then both robots will race to where they think “kuzo” is. When they meet at or close to the same place, that reinforces the connection between a word and a location. And from “kuzo,” one robot can ask the other about the place they just came from, resulting in words for more abstract concepts like direction and distance:

lingodroids language robots
This image shows what words the robots agreed on for direction and distance concepts. For example, “vupe hiza” would mean a medium long distance to the east.

After playing several hundred games to develop their language, the robots agreed on directions within 10 degrees and distances within 0.375 meters. And using just their invented language, the robots created spatial maps (including areas that they were unable to explore) that agree remarkably well:

lingodroids language robots

In the future, researchers hope to enable the Lingodroids to “talk” about even more elaborate concepts, like descriptions of how to get to a place or the accessibility of places on the map. Ultimately, techniques like this may help robots to communicate with each other more effectively, and may even enable novel ways for robots to talk to humans.

Schulz and her colleagues — Arren Glover, Michael J. Milford, Gordon Wyeth, and Janet Wiles — describe their work in a paper, “Lingodroids: Studies in Spatial Cognition and Language,” presented last week at the IEEE International Conference on Robotics and Automation (ICRA), in Shanghai.

[Original link here.]

Amondawa tribe lacks abstract idea of time, study says (BBC News)

20 May 2011
By Jason Palmer
Science and technology reporter, BBC News

The Amondawa were first “discovered” by anthropologists in 1986

An Amazonian tribe has no abstract concept of time, say researchers.

The Amondawa lacks the linguistic structures that relate time and space – as in our idea of, for example, “working through the night”.

The study, in Language and Cognition, shows that while the Amondawa recognise events occuring in time, it does not exist as a separate concept.

The idea is a controversial one, and further study will bear out if it is also true among other Amazon languages.

The Amondawa were first contacted by the outside world in 1986, and now researchers from the University of Portsmouth and the Federal University of Rondonia in Brazil have begun to analyse the idea of time as it appears in Amondawa language.

“We’re really not saying these are a ‘people without time’ or ‘outside time’,” said Chris Sinha, a professor of psychology of language at the University of Portsmouth.

“Amondawa people, like any other people, can talk about events and sequences of events,” he told BBC News.

“What we don’t find is a notion of time as being independent of the events which are occuring; they don’t have a notion of time which is something the events occur in.”

The Amondawa language has no word for “time”, or indeed of time periods such as “month” or “year”.

The people do not refer to their ages, but rather assume different names in different stages of their lives or as they achieve different status within the community.

But perhaps most surprising is the team’s suggestion that there is no “mapping” between concepts of time passage and movement through space.

Ideas such as an event having “passed” or being “well ahead” of another are familiar from many languages, forming the basis of what is known as the “mapping hypothesis”.

The Amondawa have no words for time periods such as “month” or “year”

But in Amondawa, no such constructs exist.

“None of this implies that such mappings are beyond the cognitive capacities of the people,” Professor Sinha explained. “It’s just that it doesn’t happen in everyday life.”

When the Amondawa learn Portuguese – which is happening more all the time – they have no problem acquiring and using these mappings from the language.

The team hypothesises that the lack of the time concept arises from the lack of “time technology” – a calendar system or clocks – and that this in turn may be related to the fact that, like many tribes, their number system is limited in detail.

Absolute terms
These arguments do not convince Pierre Pica, a theoretical linguist at France’s National Centre for Scientific Research (CNRS), who focuses on a related Amazonian language known as Mundurucu.

“To link number, time, tense, mood and space by a single causal relationship seems to me hopeless, based on the linguistic diversity that I know of,” he told BBC News.

Dr Pica said the study “shows very interesting data” but argues quite simply that failing to show the space/time mapping does not refute the “mapping hypothesis”.

Small societies like the Amondawa tend to use absolute terms for normal, spatial relations – for example, referring to a particular river location that everyone in the culture will know intimately rather than using generic words for river or riverbank.

These, Dr Pica argued, do not readily lend themselves to being co-opted in the description of time.

“When you have an absolute vocabulary – ‘at the water’, ‘upstream’, ‘downstream’ and so on, you just cannot use it for other domains, you cannot use the mapping hypothesis in this way,” he said.

In other words, while the Amondawa may perceive themselves moving through time and spatial arrangements of events in time, the language may not necessarily reflect it in an obvious way.

What may resolve the conflict is further study, Professor Sinha said.

“We’d like to go back and simply verify it again before the language disappears – before the majority of the population have been brought up knowing about calendar systems.”

Brazil tribe prove words count

BBC News, 20 August, 2004

When it comes to counting, a remote Amazonian tribespeople have been found to be lost for words.

Researchers discovered the Piraha tribe of Brazil, with a population of 200, have no words beyond one, two and many.

The word for “one” can also mean “a few”, while “two” can also be used to refer to “not many”.

Peter Gordon of Columbia University in New York said their skill levels were similar to those of pre-linguistic infants, monkeys, birds and rodents.

He reported in the journal Science that he set the tribe simple numerical matching challenges, and they clearly understood what was asked of them.

“In all of these matching experiments, participants responded with relatively good accuracy with up to two or three items, but performance deteriorated considerably beyond that up to eight to 10 items,” he wrote.

Language theory

Dr Gordon added that not only could they not count, they also could not draw.

“Producing simple straight lines was accomplished only with great effort and concentration, accompanied by heavy sighs and groans.”

The tiny tribe live in groups of 10 to 20 along the banks of the Maici River in the Lowland Amazon region of Brazil.

Dr Gordon said they live a hunter-gatherer existence and reject any assimilation into mainstream Brazilian culture.

He added that the tribe use the same pronoun for “he” and “they” and standard quantifiers such as “more”, “several” and “all” do not exist in their language.

“The results of these studies show that the Piraha’s impoverished counting system truly limits their ability to enumerate exact quantities when set sizes exceed two or three items,” he wrote.

“For tasks that required cognitive processing, performance deteriorated even on set sizes smaller than three.”

The findings lend support to a theory that language can affect thinking.

Linguist Benjamin Lee Whorf suggested in the 1930s that language could determine the nature and content of thought.

Persuasive Speech: The Way We, Um, Talk Sways Our Listeners (ScienceDaily)

ScienceDaily (May 16, 2011) — Want to convince someone to do something? A new University of Michigan study has some intriguing insights drawn from how we speak.

The study, presented May 14 at the annual meeting of the American Association for Public Opinion Research, examines how various speech characteristics influence people’s decisions to participate in telephone surveys. But its findings have implications for many other situations, from closing sales to swaying voters and getting stubborn spouses to see things your way.

“Interviewers who spoke moderately fast, at a rate of about 3.5 words per second, were much more successful at getting people to agree than either interviewers who talked very fast or very slowly,” said Jose Benki, a research investigator at the U-M Institute for Social Research (ISR).

For the study, Benki and colleagues used recordings of 1,380 introductory calls made by 100 male and female telephone interviewers at the U-M ISR. They analyzed the interviewers’ speech rates, fluency, and pitch, and correlated those variables with their success in convincing people to participate in the survey.

Since people who talk really fast are seen as, well, fast-talkers out to pull the wool over our eyes, and people who talk really slow are seen as not too bright or overly pedantic, the finding about speech rates makes sense. But another finding from the study, which was funded by the National Science Foundation, was counterintuitive.

“We assumed that interviewers who sounded animated and lively, with a lot of variation in the pitch of their voices, would be more successful,” said Benki, a speech scientist with a special interest in psycholinguistics, the psychology of language.

“But in fact we found only a marginal effect of variation in pitch by interviewers on success rates. It could be that variation in pitch could be helpful for some interviewers but for others, too much pitch variation sounds artificial, like people are trying too hard. So it backfires and puts people off.”

Pitch, the highness or lowness of a voice, is a highly gendered quality of speech, influenced largely by body size and the corresponding size of the larynx, or voice box, Benki says. Typically, males have low-pitched voices and females high-pitched voices. Stereotypically, think James Earl Jones and Julia Child.

Benki and colleagues Jessica Broome, Frederick Conrad, Robert Groves and Frauke Kreuter also examined whether pitch influenced survey participation decisions differently for male compared to female interviewers.

They found that males with higher-pitched voices had worse success than their deep-voiced colleagues. But they did not find any clear-cut evidence that pitch mattered for female interviewers.

The last speech characteristic the researchers examined for the study was the use of pauses. Here they found that interviewers who engaged in frequent short pauses were more successful than those who were perfectly fluent.

“When people are speaking, they naturally pause about 4 or 5 times a minute,” Benki said. “These pauses might be silent, or filled, but that rate seems to sound the most natural in this context. If interviewers made no pauses at all, they had the lowest success rates getting people to agree to do the survey. We think that’s because they sound too scripted.

“People who pause too much are seen as disfluent. But it was interesting that even the most disfluent interviewers had higher success rates than those who were perfectly fluent.”

Benki and colleagues plan to continue their analyses, comparing the speech of the most and least successful interviewers to see how the content of conversations, as well as measures of speech quality, is related to their success rates.

Como a Linguagem Modela o Pensamento (Scientific American Brasil)

Diferentes idiomas afetam de maneiras distintas a percepção do mundo

por Lera Boroditsky
Scientific American Brasil – edição 106 – Março 2011

Estou diante de uma menina de 5 anos em pormpuraaw, uma pequena comunidade aborígene na borda oeste do Cabo York, no norte da Austrália Quando peço para ela me mostrar o norte, ela aponta com precisão e sem hesitação. A bússola confirma que ela está certa. Mais tarde, de volta a uma sala de conferências na Stanford University, faço o mesmo pedido a um público de ilustres acadêmicos, ganhadores de medalhas de ciência e prêmios de gênios. Peço-lhes para fechar os olhos (para que não nos enganem) e apontem o norte. Muitos se recusam por não saberem a resposta. Aqueles que fazem questão de se demorar um pouco para refletir sobre o assunto, em seguida apontam em todas as direções possíveis. Venho repetindo esse exercício em Harvard e Princeton e em Moscou, Londres e Pequim, sempre com os mesmos resultados.

Uma criança de cinco anos de idade em uma cultura pode fazer algo com facilidade que cientistas eminentes de outras culturas lutam para conseguir. O que poderia explicar isso? Parece que a resposta surpreendente é a linguagem.

A noção de que diferentes idiomas possam transmitir diferentes habilidades cognitivas remonta a séculos. Desde 1930, essa associação foi indicada pelos linguistas americanos Edward Sapir e Benjamin Lee Whorf, que estudaram como as línguas variam, e propuseram maneiras pelas quais os falantes de idiomas distintos podem pensar de forma diferente. Na década de 70, muitos cientistas ficaram decepcionados com a hipótese de Sapir-Whorf, e ela foi praticamente abandonada. Mas agora, décadas depois, um sólido corpo de evidências empíricas demonstrando como os diferentes idiomas modelam o pensamento finalmente emergiu. As evidências derrubam o dogma de longa data sobre a universalidade e rendem visões fascinantes sobre as origens do conhecimento e a construção da realidade. Os resultados têm implicações relevantes para o direito, a política e a educação.

Ao redor do mundo, as pessoas se comunicam usando uma deslumbrante variedade de idiomas – mais ou menos 7 mil ao todo –, e cada um deles exige condições muito diferentes de seus falantes. Suponha, por exemplo, que eu queira dizer que vi a peça Tio Vânia na Rua 42. Em mian, língua falada em Papua, Nova Guiné, o verbo que usei revelaria se o evento acabou de acontecer, aconteceu ontem ou em passado remoto, enquanto na Indonésia, o verbo não denotaria sequer se o evento já aconteceu ou ainda está para acontecer. Em russo, o verbo revelaria o meu gênero. Em mandarim, eu teria de especificar se o tio do título é materno ou paterno e se ele está relacionado por laços de sangue ou de casamento, porque há vocábulos diferentes para todos esses tipos diferentes de tios e assim por diante (ele é irmão da mãe, como a tradução chinesa claramente expressa). E em pirarrã, língua falada no Amazonas, eu não poderia dizer “42”, porque não há palavras que expressem números exatos, apenas vocábulos para “poucos” e “muitos”.

Pesquisas em meu laboratório e em vários outros vêm descobrindo como a linguagem molda até mesmo as dimensões mais fundamentais da experiência humana: espaço, tempo, causalidade e relacionamentos com os outros.

Voltemos a Pormpuraaw. Ao contrário do inglês, o kuuk thaayorre, idioma falado em Pormpuraaw não usa termos relativos ao espaço como esquerda e direita. Em vez disso, os falantes de kuuk thaayorre conversam em termos de pontos cardeais absolutos (norte, sul, leste, oeste, e assim por diante). Claro que, em inglês também há termos designando os pontos cardeais, mas apenas em grandes escalas espaciais. Não diríamos, por exemplo: “Eles colocaram os garfos de sobremesa a sudeste dos garfos grandes.” Mas em kuuk thaayorre os pontos cardeais são usados em todas as escalas. Isso significa que acaba se dizendo coisas como “o copo está a sudeste do prato” ou “o menino em pé ao sul de Mary é meu irmão”. Em Pormpuraaw, deve-se estar permanentemente orientado, apenas para conseguir falar corretamente.

Além disso, o trabalho inovador realizado por Stephen C. Levinson, do Instituto Max Planck de Psicolinguística, em Nijmegen, na Holanda, e John B. Haviland, da University of California em San Diego, durante as duas últimas décadas têm demonstrado que falantes de idiomas que se valem de direções absolutas são especialmente bons em manter o registro de onde estão, mesmo em paisagens desconhecidas ou no interior de edifícios estranhos. Eles fazem isso melhor que quem vive nos mesmos ambientes, mas não falam essas línguas.

Pessoas que pensam de modo diferente sobre o espaço também são suscetíveis a pensar de forma diferente sobre o tempo. Por exemplo, minha colega Alice Gaby, da University of California em Berkeley e eu demos aos falantes de kuuk thaayorre conjuntos de fotos que mostravam progressões temporais: o envelhecimento de um homem, o crescimento de um crocodilo, uma banana sendo consumida. Em seguida, pedimos que organizassem as imagens embaralhadas no chão para indicar a sequência temporal correta.

Testamos cada pessoa duas vezes, cada vez elas olhavam para um ponto cardeal diferente. Os falantes de inglês que recebem esta tarefa vão organizar as cartas de modo que o passar do tempo seja da esquerda para a direita. Os de língua hebraica tenderão a colocar as cartas da direita para a esquerda. Isso mostra que a direção da escrita em uma linguagem influencia a forma como organizamos o tempo. Os kuuk thaayorre, porém, rotineiramente não organizam as cartas da esquerda para a direita ou da direita para a esquerda. Eles as arrumaram de leste para o oeste. Isto é, quando estavam sentados de frente para o sul, as cartas ficaram da esquerda para a direita. Quando encaravam o norte, as cartas ficaram da direita para a esquerda. Quando olhavam para o leste, as cartas vinham na direção do corpo, e assim por diante. Nunca dissemos a ninguém que direção eles estavam encarando – os thaayorre kuuk já sabiam disso e espontaneamente usaram essa orientação espacial para construir suas representações do tempo.

As representações do tempo variam de muitas outras maneiras pelo mundo. Por exemplo, os falantes de inglês consideram que o futuro fica “adiante” e o passado “para trás”. Em 2010, Lynden Miles da University of Aberdeen, na Escócia, e seus colegas descobriram que os falantes de inglês, inconscientemente, balançam seus corpos para a frente, ao pensar no futuro, e, para trás, ao considerar o passado. Mas em aimará, um idioma falado na cordilheira dos Andes, dizem que o passado está à frente e o futuro atrás. E a linguagem corporal dos falantes de aimará corresponde ao seu modo de falar: em 2006, Rafael Núñez, da University of Califórnia em San Diego e Eve Sweetser, da mesmo universidade, no campus de Berkeley, descobriram que os aimarás gesticulam na frente deles quando falam do passado, e atrás deles
quando discutem o futuro.

Lembrando “quem fez o quê?”
Os falantes de línguas diferentes também diferem na forma como descrevem os eventos e podem se lembrar bem de quem fez o quê. Todos os acontecimentos, mesmo os acidentes ocorridos em frações de segundos, são complexos e exigem que analisemos e interpretemos o que aconteceu. Tomemos, por exemplo, o caso do ex-vice- presidente Dick Cheney na caça de codornas, na qual, ele atirou em Harry Whittington, por acidente. Pode-se dizer que “Cheney atirou em Whittington” (em que Cheney é a causa direta), ou “Whittington foi baleado por Cheney” (distanciando Cheney do resultado), ou “Whittington levou um bom chumbinho” (deixando Cheney totalmente de fora). O próprio Cheney disse: “Resumindo, eu sou o cara que puxou o gatilho que disparou a bala que atingiu Harry”, interpondo uma longa cadeia de ações entre ele e o resultado. A fala do então presidente George Bush: “Ele ouviu um movimento de pássaro, virou-se, puxou o gatilho e viu seu amigo se ferir”, foi uma desculpa ainda mais magistral, transformando Cheney de agente a mera testemunha em menos de uma frase.

Minha aluna Caitlin M. Fausey e eu descobrimos que diferenças linguísticas influenciam o modo pelo qual as pessoas analisam o que aconteceu e exercem consequências na memória de testemunhas. Em nossos estudos, publicados em 2010, falantes de inglês, espanhol e japonês assistiram a vídeos de dois rapazes estourando balões, quebrando ovos e derramando bebidas intencionalmente, ou sem querer. Mais tarde, passamos aos participantes um teste de memória pelo qual tinham de dizer qual sujeito havia feito a ação, exatamente como numa fileira diante da polícia. Outro grupo de falantes de inglês, espanhol e japonês descreveu os mesmos acontecimentos. Quando olhamos para as informações da memória, encontramos exatamente as diferenças na memória de testemunhas oculares previstas pelos padrões de linguagem. Os falantes de todos os três idiomas descreveram as ações intencionais usando o agente, dizendo coisas como “Ele estourou o balão”, e todos os três grupos lembraram igualmente bem de quem fizera essas ações intencionais. Entretanto, quando passaram para os acidentais, surgiram diferenças interessantes. Os falantes de espanhol e japonês foram menos propensos a descrever os acidentes que os que falavam inglês. E, da mesma forma, lembraram- se menos do agente que os que falavam inglês. Isso não aconteceu por terem pior memória global – eles se lembraram dos agentes de eventos intencionais (para os quais seus idiomas naturalmente mencionariam os agentes), da mesma forma que fizeram os indivíduos de língua inglesa.

Não apenas as línguas influenciam o que lembramos, mas as estruturas dos idiomas podem facilitar ou dificultar o nosso aprendizado de coisas novas. Por exemplo, pelo fato de as palavras correspondentes a número em alguns idiomas revelarem a base decimal implícita mais claramente que em inglês (não há adolescentes problemáticos, com 11 ou 13 anos, em mandarim, por exemplo), as crianças que aprendem essas línguas são capazes de interiorizar mais rapidamente a base decimal. E, dependendo de quantas sílabas as palavras relativas a números têm, será mais fácil ou mais difícil memorizar um número de telefone ou fazer cálculo mental. A linguagem pode até afetar a rapidez com que as crianças descobrem se pertencem ao sexo masculino ou feminino.

O QUE MODELA O QUÊ?
Essas são apenas algumas das fascinantes descobertas das diferenças translinguísticas em cognição. Mas, como saber se as diferenças na linguagem criam diferenças em pensamento, ou se é o contrário? Parece que a resposta inclui os dois: a maneira como pensamos influencia a maneira de falar, mas a influência também age na direção contrária. Durante a década anterior, vimos uma infinidade de demonstrações engenhosas estabelecendo que a linguagem realmente desempenha papel causal na formação da cognição. Estudos demonstraram que ao mudar o modo de falar, mudamos a maneira de pensar. O ensino de novas denominações de cores, por exemplo, muda a capacidade de as pessoas as discriminarem. Pessoas bilíngues mudam o modo de enxergar o mundo dependendo do idioma que falam. Duas descobertas publicadas em 2010 demonstram que mesmo algo tão fundamental quanto de quem você gosta e não gosta depende do idioma em que é feita a pergunta.

Esses estudos, um de Oludamini Ogunnaike e seus colegas de Harvard e outro de Shai Danziger e seus colegas da Universidade Ben-Gurion de Negev, Israel, observaram bilíngues nos idiomas árabe e francês em Marrocos, espanhol e inglês nos Estados Unidos, e árabe e hebraico em Israel, em cada caso foram testadas as tendências implícitas dos participantes. Por exemplo, pediram às pessoass bilíngues em árabe e hebraico que apertassem rapidamente botões em resposta a palavras, mediante várias situações. Em uma delas, foram instruídos para, ao verem um nome hebreu como “Yair”, ou uma característica positiva como “bom” ou “forte”, pressionarem “M”; se vissem um nome árabe como “Ahmed” ou um aspecto negativo como “mesquinho” ou “fraco”, deveriam pressionar “X”. Em outra situação, a paridade foi revertida, de modo que os nomes judaicos e características negativas partilhavam um botão e nomes árabes e aspectos positivos correspondiam a um só botão. Os pesquisadores mediram a rapidez com que os indivíduos foram capazes de responder nas duas condições. Essa tarefa tem sido amplamente utilizada para medir tendências involuntárias ou automáticas – com que naturalidade coisas como características positivas e grupos étnicos parecem se corresponder na mente das pessoas.

Surpreendentemente, os pesquisadores verificaram grandes mudanças nessas tendências involuntárias automáticas em indivíduos bilíngues, dependendo do idioma em que foram testadas. Os bilíngues em árabe e hebraico mostraram atitudes implícitas mais positivas em relação aos judeus quando testados em hebraico que quando testados em árabe.

A linguagem também parece estar envolvida em muitos mais aspectos de nossa vida mental que os cientistas previamente supunham. As pessoas confiam na língua, mesmo quando fazem coisas simples como distinguir manchas de cor, contar pontos em uma tela ou se orientar em uma pequena sala: meus colegas e eu descobrimos que, ao limitar a capacidade de acesso às faculdades linguísticas fluentes de um indivíduo, dando-lhe uma tarefa verbal que exige competição, como repetir uma notícia, prejudica a capacidade de executá-la. Isso significa que as categorias e as distinções que existem em determinados idiomas interferem amplamente em nossa vida mental. O que os pesquisadores vêm chamando de “pensamento” esse tempo todo na verdade parece ser uma reunião de ambos: processos linguísticos e não linguísticos. Assim, pode não existir grande quantidade de pensamento humano adulto quando a linguagem não desempenha um papel significativo.

Uma característica marcante da inteligência humana é a sua adaptabilidade, a capacidade de inventar e reorganizar os conceitos do mundo de modo a se adequar às mudanças de metas e ambientes. Uma consequência dessa flexibilidade é a enorme diversidade de idiomas que surgiu ao redor do mundo. Cada um oferece o seu próprio conjunto de ferramentas cognitivas e engloba o conhecimento e a visão de mundo desenvolvidos ao longo de milhares de anos dentro de uma cultura. Cada um tem uma forma de perceber, classificar e fazer sentido no mundo, um guia inestimável desenvolvido e aperfeiçoado por nossos antepassados. A investigação sobre a forma como o idioma que falamos molda a nossa forma de pensar está ajudando os cientistas a desvendar o modo como criamos o conhecimento e construímos a realidade e como conseguimos ser tão inteligentes e sofisticados. E essa percepção ajuda- nos a compreender exatamente a essência daquilo que nos faz humanos.

Lera Boroditsky é professora-assistente de psicologia cognitiva da Stanford University e editora-chefe de Frontiers in Cultural Psychology. Seu laboratório faz experimentos em todo o mundo, concentrando-se em representações mentais e nos efeitos do idioma na cognição.

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