1. Shanju Lin Amanda J. Owen Van Horne Dept of Communication Sciences and Disorders & DeLTA Center The University of Iowa Perceiving and encoding motion events in children of English and Mandarin Introduction Motion events One object moves with respect to another object. Talmy, 1975, 1985 Learning a language influences cognitive development by providing a representational resource. Clark, 2004 Cognition and Language in Motion Events Salience Hypothesis: Learning a language permanently changes cognitive attention to spatial distinctions. Bowerman & Choi, 2003, Slobin, 2004, Clark, 2004 Underspecification Hypothesis: Cognition is only transiently affected by language specific patterns; Once it is nonlinguistic in nature performance is not affected by language specific information Gennari et al., 2002, Papafragou et al., 2002, Papafragou & Selimis, 2010 ComponentExample Mannerrun, walk, jump, fly, roll Pathgo, come, leave, exit, through, over, under Ground: Source & Goal The boy jumped from the tree /to the ground. Nonlinguistic Categorization Task: Which of two alternative videos goes with the baseline video Linguistic Description Task: Describe the 24 baseline videos Coding: 1) How many elements did the speaker mention? 2) Which elements did the speaker mention? He went from the ferris wheel under the rollercoaster to the drinks – 3 items S, P, G The lizard drives under the tracks – 2 items, M & P He was driving – 1 item, M The lizard went to a bottle – 1 item, G Tasks adapted from Papafragou et al. (2002) & Gennari et al. (2002) General Methods Cognition and language in motion events are early developed. -18 months olds detect object, trajectory, and the whole motion. Raskin & Poulin-Dubois, 2002 -Language-specific expressions in spatial language early Choi & Bowerman, 1991; Berman & Slobin, 1994 24 triads of videos: Each triad has one baseline and two alternative variants. Differ minimally on Manner, Path, Source, or Goal. Manners: Minimal pairs constructed within category Nonvehicle: jump, walk, roll Vehicle: drive car, ride motorcycle, fly airplane Paths: through, under, over Sources & Goals: 2 of each present in each baseline. Minimal pairs switched locations, not items. Baseline Manner ChangeGoal Change

2. Cross-linguistic Comparison: English & Mandarin Results Categorization Linguistic Typology Talmy (1991), Slobin (2004) 1. Verb-framed languages: Spanish, Italian, Greek La mina ENTRO a la casa CORRIENDO (Spanish) ‘The girl entered the house running’ 2. Satellite-framed languages: English, German The girl RAN INTO the house 3. Equipollently-framed languages: Mandarin, Thai Nuhei PAO JIN CHU fangzi li. ‘Girl run enter go house inside’. (Mandarin) - Mandarin-speaking children rely mainly on this serial verb construction when encoding motion events. Lin, 2006 Q1: Does linguistic encoding affect cognitive perception in complex motion events? Q2: Do Mandarin speakers encode motion events differently from English speakers when those events are less likely to be described in the Mandarin canonical construction? Participants EnglishMandarin TD4AdultsTD4Adults N19 1413 Age 4;8 (4;0 – 4;10) 29;2 (23;4 – 57;10) 4;6 (4;3 – 4;11) 29;7 (26;3 – 34;6) PPVT 111.95 (97 - 131) - 112.21 (102 - 129) - KBIT/TONI 104.68 (92 - 130) - 113.43 (100 – 137) - Grand: X 2 (9, 65) = 20.66, p<.001, S < M = P = G Age: X 2 (3, 65) = 16.74, p<.001, Source: Adults < TD4 Language: X 2 (3, 65) = 2.41, p>.05 Group: F(3, 62) = 53.188, p <.0001, Adults > TD4, E-TD4 = M-TD4, E-Adults = M-Adults Group: F(3, 62)= 53.179, p<.0001, Adults > TD4 Encoded Elements: F(3, 62), p<.0001, M > P > S, G > S Group * Encoded Element: F(9, 62)= 6.891, p<.0001 Path: E-TD4 > M-TD4 Goal: M-TD4> E-TD4 Conclusion English and Mandarin adults encoded motion events similarly in both tasks and included more elements than children. English and Mandarin speaking kids perceive these events similarly Mandarin kids encoded path less than English kids Our events do not easily lend themselves to serial verb constructions in Mandarin Reduced reliance on typical constructions may have affected results Production Children tend to notice source more than adults in both languages No other differences apparent Adults mention 3-4 elements per response. Similar elements regardless of language Children mention between 1 & 2 elements. Language specific differences are observed. English speaking kids are more path oriented Mandarin speaking kids are more goal oriented

3. Within Language Comparison: Children with SLI & typically developing 4 year olds Categorization Task & Attentional Biases Do children with SLI notice the same things within the scene as TD children? Children with SLI tend to focus on change of state rather than motion events Kelly & Rice, 1994 Production Task Given that children with SLI have a shorter MLU, what will they omit? Omit Manner: Heavy reliance on GAP verbs (e.g., go, do) Rice & Bode, 1993 but see also Thordardottir & Ellis Weismer, 2001 Omit Source, Goal, Path: Tend to omit optional arguments Ingham, Fletcher, Schelletter, & Sinka, 1998; Johnston & Kamhi, 1984; King, 1996, Thordardottir & Ellis Weismer, 2002 Participants Results Categorization Production TD4SLISLI1SLI2SLI3SLI4SLI5SLI6 N196 Age 4;8 (4;0 – 4;10) 6;55;35;85;95;108;08;4 CELF ELI 108.89 (96 - 130) 78.67898395637567 SPELT 111.26 (95-122) 80.33787673769782 KBIT 104.68 (92 – 130) 92.6711080898397 t(24)=.44, p=.66 Manner t(24)=3.41, p=.002 Goal t(24)=1.92, p=.06 Path t(24)=1.14, p=.26 Source t(24)=1.71 p=.10 Chi-squared test for different independent groups SLI vs TD – All Elements Χ 2 (3) = 9.26, p=.02 SLI vs TD Without Goal: Χ 2 (2) = 3.9, p=.16 SLI & TD4 talk both tend to mention between 1 & 2 elements SLI group show a strong Goal Bias The turtle went to the present The giraffe got to the corn The chicken wented to the swingset The ant goed to the truck TD4 group show a strong Manner Bias A hippo was driving a car A pig was flying A fox riding in a jet over a rainbow The deer jumped over the fence All children fail to notice Source changes or consider them irrelevant Differences in attention to Goal is primary source of group differences SLI children have a tendency to ignore other changes if Goal changes TD children notice Manner & Path changes more often Conclusion Children with SLI differentially attend to Goal instead of Manner and (to a lesser extent) Source Children with SLI rely heavily on GAP verbs, making it more likely that they mention goal Cannot disambiguate attentional bias from verb use given categorization results Groups are matched well in terms of amount of information included in the production task – differences are not due to production limitations. Age-matched groups and more SLI children are required to validate the hypothesis that children with SLI attend to different elements/talk about different aspects of the event

4. Acknowledgements Works Cited Conclusions We would thank Karla McGregor, Bob McMurray, Word learning Lab and MACLab at the University of Iowa for help and comments on the experimental design and stimuli. We also thank Hintat Cheung, Lindsey Hansen, Allison Haskill, Elizabeth Lipton, Grantwood AEA, SungMei Prechool for all the help with this project, and the members of Grammar Acquisition Lab at University of Iowa for data collection. This project is funded by a Pre-doctoral Scholarship from Ministry of Education, Taiwan awarded to Shanju Lin, and a University of Iowa Internal Funding Initiative awarded to Amanda J. Owen Van Horne. Contacts: shan-ju-lin@uiowa.edu, amanda-owen@uiowa.edushan-ju-lin@uiowa.eduamanda-owen@uiowa.edu Cognition and Language in Motion Events Production & Categorization – Crosslinguistically Cross-linguistic production related differences were not reflected in the categorization task. -Easier to see production differences in children - below ceiling performance -Need an intermediate age group to further explore language/ cognition interaction -Developmental changes in attention away from source Adults attend less to source and all groups encode source less in production -Cross-linguistic differences in the production task but not the categorization task suggest that the changing attention to source is based on experience in the world, not language alone. 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