NEUROMORFOLOGÍA: EL MODELO DECLARATIVO-PROCESAL 1 ABR 2011 – DÍA 32 Neurolingüística del español SPAN 4270 Harry Howard Tulane University

ORGANIZACIÓN DEL CURSO 04/01/11 http://www.tulane.edu/~howard/SPAN4130- Neurospan/ El curso es apto para un electivo en neurociencia. Neurolinguistics and linguistic aphasiology está en reserva en la biblioteca. Human Research Protection Program http://tulane.edu/asvpr/irb/index.cfm Before beginning research at Tulane University, all research personnel must complete the CITI Training Program; this can be completed at www.citiprogram.org. SPAN 4130 - Harry Howard - Tulane University

04/01/11 REPASO SPAN 4130 - Harry Howard - Tulane University

SUMMARY is memory for habits & skills 04/01/11 Procedural memory Declarative memory is memory for habits & skills learns rule-like relations in a context learns quickly, from a single presentation is not available to other mental modules (= informationally encapsulated) is mostly unconscious (implicit) is memory for facts & events learns arbitrary relations learns slowly, from many presentations is available to other mental modules (≠ informationally encapsulated) is mostly conscious (explicit) SPAN 4130 - Harry Howard - Tulane University

THE MODEL Procedural/anterior Declarative/posterior Lexicon 04/01/11 Procedural/anterior Declarative/posterior Grammar learning and computation of rule-based procedures that govern the regularities of language, particularly those procedures related to combining items into complex structures that have precedence (sequential) and hierarchical relations builds rule-governed structure, i.e. the sequential and hierarchical combination – “merging” or concatenation – of forms and representations into complex structures: phonology (the combination of sounds) inflectional and derivational morphology – at least for default “regulars” but also for irregulars that appear to be affixed syntax (word order) compositional semantics (the meaning of the composition of words into complex structures) Lexicon Stores all arbitrary, idiosyncratic word-specific knowledge; bound morphemes, irregular morphological forms, verb complements, and idioms; complex forms and abstract structures that are “regular” Supports a superpositional associative memory, which allows for generalizations across representations. This ability to generalize could underlie some degree of productivity within the memory system SPAN 4130 - Harry Howard - Tulane University

JERARQUÍA culpabilidad (N) culpable (Adj) culpa -ble -dad 04/01/11 SPAN 4130 - Harry Howard - Tulane University culpa -ble -dad

GENERAL CONTROL OF MOVEMENT BY THE CEREBRAL CORTEX 04/01/11 SPAN 4130 - Harry Howard - Tulane University http://biomed.brown.edu/Courses/BI108/BI108_2003_Groups/Deep_Brain_Stimulation/movement.html

RUTAS DUAL VS. SENCILLA En un modelo de ruta dual 04/01/11 En un modelo de ruta dual algunas palabras pasan por una segmentación y otras no, o todas las palabras pasan tanto por una segmentación como por una analisis como unidad. En un modelo de ruta sencilla, todas las palabras se reconocen por medio del mismo mecanismo: como palabras enteras en modelos que no hacen una segmentación, o como morfemas sueltas en modelos que hacen una segmentación. SPAN 4130 - Harry Howard - Tulane University Evidence for Early Morphological Decomposition in Visual Word Recognition Olla Solomyak and Alec Marantz

UN ARTÍCULO RECIENTE 04/01/11 Olla Solomyak and Alec Marantz (2010) Evidence for Early Morphological Decomposition in Visual Word Recognition. Journal of Cognitive Neuroscience, Vol. 22, No. 9, Pages 2042-2057. The current experiment employs a lexical decision task with simultaneous MEG recording in an attempt to investigate the time course of linguistic processing for three categories of words. SPAN 4130 - Harry Howard - Tulane University

LOS ESTIMULOS Free stems Bound roots 'Unique' bound roots 04/01/11 Free stems Affixed words whose stem (root?) is also a word on its own: predictable < predict + able Bound roots Affixed words whose root is not a word on its own but does appear in other morphologically related words: tolerable < *toler + able; *toler + ate 'Unique' bound roots Affixed words whose root is not a word on its own and does not appear in other morphologically related words: vulnerable < *vulner + able; *vulner + ? SPAN 4130 - Harry Howard - Tulane University

RESULTADOS 04/01/11 SPAN 4130 - Harry Howard - Tulane University Figure 1. Average left hemisphere dSPM activation across all subjects at three time points of interest (150, 190 350 ms), shown on a representative subject's inflated cortical surface. Positive (red) dSPM values indicate current flowing outward from the cortical surface, whereas negative (blue) values indicate current flowing inward.

REGIONS OF INTEREST 04/01/11 SPAN 4130 - Harry Howard - Tulane University Figure 2. Left hemisphere ROIs identified for correlational analysis, defined based on heightened activation in the isolated regions. Left: Medial view of the inflated cortical surface, showing the M130 ROI. Center: Ventral view of the cortex, showing the M170 ROI. Right: Lateral view of the cortex showing the M350 ROI.

M130 04/01/11 We found the left hemisphere M130 to be sensitive to affix properties of the complex words. Both a morphological and an orthographic measure of affix frequency exerted significant effects on M130 activity, across all three groups of words. Orthographic form features (letter string frequency, transition probability from one string to the next), Morphological properties such as affix frequency and the conditional probability of encountering each word given its stem. Although this result does suggest that activity at the M130 is associated with the detection of affix properties, it appears that the relevant properties at this stage in processing may be orthographic and not morphological in nature. SPAN 4130 - Harry Howard - Tulane University

M170 04/01/11 We found what appear to be effects of genuine morphological decomposition at the slightly later stage of the M170. Left hemisphere M170 activation was significantly correlated with TPL (the transition probability from the lemma to the affix), across both free stems and bound roots (the only two categories for which this variable has a nontrivial definition). There was also a significant effect of morphological affix frequency, but not orthographic affix frequency, on the M170 across all three classes of words. Although these two measures are highly correlated with one another and both were found to exert roughly the same influence on the M130, their divergence at the M170 was substantial—there was a significant negative correlation between M170 activity and morphological affix frequency, whereas the correlation with orthographic affix frequency did not even near significance. SPAN 4130 - Harry Howard - Tulane University

04/01/11 NEUROMORFOLOGÍA SPAN 4130 - Harry Howard - Tulane University

M350 04/01/11 Within 200 msec of visual word presentation, after the activity from posterior regions described above is well underway, activation also begins in inferior frontal regions, as well as middle and superior temporal regions. The MEG literature has suggested that the M350 from these middle and superior temporal regions shows hallmarks of being an index of lexical access—contact with the mental lexicon that connects orthographic, phonological, and semantic representations along with other information about words. SPAN 4130 - Harry Howard - Tulane University

P9 04/01/11 The article for this week is posted in the Documents folder on Blackboard as Solomyak09- MEG&Morpho.pdf. For P9, answer this question: Does it support or not the declarative/procedural model of language that we have discussed? Explain the reasoning you used to come to this conclusion. Hopefully, you can do so in less than a page. SPAN 4130 - Harry Howard - Tulane University

04/01/11 SINTAXIS SPAN 4130 - Harry Howard - Tulane University HOET §4

PRESENTACIÓN ¿Tienen estas oraciones lo mismo? 04/01/11 ¿Tienen estas oraciones lo mismo? La columna sostiene la casa. La casa sostiene la columna. ¿Por qué? Tienen las mismísimas palabras. Porque el orden es diferente. ¿Son válidas todos los ordenes posibles? Casa la sostiene columna la. SPAN 4130 - Harry Howard - Tulane University *

DIAGRAMAS DE ÁRBOL 04/01/11 ¿Qué significa "Necesitamos más alumnos y profesores inteligentes"? [alumnos y profesores] inteligentes alumnos y [profesores inteligentes] SPAN 4130 - Harry Howard - Tulane University SN SN SN SN N [alumnos y profesores] inteligentes N A alumnos y [profesores inteligentes] N A

RECURSIVIDAD ¿Cuál es la oración más larga del español? 04/01/11 ¿Cuál es la oración más larga del español? Empecemos con ésta: Juan come manzanas. Juan come manzanas y peras. Juan come manzanas, peras y naranjas. Juan come manzanas, peras, naranjas y uvas. ?? La coordinación con 'y' es recursiva: se puede coordinar un sintagma ya coordinada. SPAN 4130 - Harry Howard - Tulane University

CRITERIOS PARA DETERMINAR LA ESTRUCTURA 04/01/11 Mi hermano vio a María con un telescopio. Creo que esta oración se compone de estas unidades: [mi hermano] vio [la luna] [con [un telescopio]] Pero, ¿cómo puedo estar seguro? SPAN 4130 - Harry Howard - Tulane University

LA PRONOMINALIZACIÓN [mi hermano] vio [la luna] [con [un telescopio]] 04/01/11 [mi hermano] vio [la luna] [con [un telescopio]] [él] vio [la luna] [con [un telescopio]] *[mi él] vio [la luna] [con [un telescopio]] ???[mi hermano] vio [la luna] [con [él]] [mi hermano] vio [la luna] [con [eso]] *[mi hermano] vio [ella] [con [un telescopio]] [mi hermano] [la] vio [con [un telescopio]] [mi hermano] vio [la luna] [así] Mi hermana lo hizo también. = [ver [la luna] [con [un telescopio]]] SPAN 4130 - Harry Howard - Tulane University

EL PRÓXIMO DÍA La sintaxis 04/01/11 SPAN 4130 - Harry Howard - Tulane University La sintaxis