Hostname: page-component-848d4c4894-2xdlg Total loading time: 0 Render date: 2024-06-13T18:29:20.009Z Has data issue: false hasContentIssue false

Is language-of-thought the best game in the town we live?

Published online by Cambridge University Press:  28 September 2023

Gary Lupyan*
Affiliation:
University of Wisconsin-Madison, Madison, WI, USA. lupyan@wisc.edu; http://sapir.psych.wisc.edu

Abstract

There are towns in which language-of-thought (LoT) is the best game. But do we live in one? I go through three properties that characterize the LoT hypothesis: Discrete constituents, role-filler independence, and logical operators, and argue that in each case predictions from the LoT hypothesis are a poor fit to actual human cognition. As a hypothesis of what human cognition ought to be like, LoT departs from empirical reality.

Type
Open Peer Commentary
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Block, N. (forthcoming). Let's get rid of the concept of an object file. In McLaughlin, B. & Cohen, J. (Eds.), Contemporary debates in philosophy of mind (2nd ed., pp. 494516). Wiley. https://philarchive.org/rec/BLOLGRGoogle Scholar
Dekker, R. B., Otto, F., & Summerfield, C. (2022). Curriculum learning for human compositional generalization. Proceedings of the National Academy of Sciences of the United States of America, 119(41), e2205582119. https://doi.org/10.1073/pnas.2205582119CrossRefGoogle ScholarPubMed
Dowty, D. (1991). Thematic proto-roles and argument selection. Language, 67(3), 547619. https://doi.org/10.2307/415037CrossRefGoogle Scholar
Goldwater, M. B., Don, H. J., Krusche, M. J. F., & Livesey, E. J. (2018). Relational discovery in category learning. Journal of Experimental Psychology. General, 147(1), 135. https://doi.org/10.1037/xge0000387CrossRefGoogle ScholarPubMed
Lahav, R. (1989). Against compositionality: The case of adjectives. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition, 57(3), 261279.CrossRefGoogle Scholar
Levinson, S. C. (1997). From outer to inner space: Linguistic categories and non-linguistic thinking. In Nuyts, J. & Pederson, E. (Eds.), Language and conceptualization (pp. 1345). Cambridge University Press.CrossRefGoogle Scholar
Lupyan, G. (2013). The difficulties of executing simple algorithms: Why brains make mistakes computers don't. Cognition, 129(3), 615636. https://doi.org/10.1016/j.cognition.2013.08.015CrossRefGoogle ScholarPubMed
Lupyan, G. (2015). The paradox of the universal triangle: Concepts, language, and prototypes. Quarterly Journal of Experimental Psychology, 70(3), 389412. https://doi.org/10.1080/17470218.2015.1130730CrossRefGoogle Scholar
Lupyan, G. (2016). The centrality of language in human cognition. Language Learning, 66(3), 516553. https://doi.org/10.1111/lang.12155CrossRefGoogle Scholar
Lupyan, G., & Bergen, B. (2016). How language programs the mind. Topics in Cognitive Science, 8(2), 408424. https://doi.org/10.1111/tops.12155CrossRefGoogle ScholarPubMed
Lupyan, G., & Zettersten, M. (2021). Does vocabulary help structure the mind?. In Sera, M. D. & Koenig, M. A. (Eds.), Minnesota symposia on child psychology (pp. 160199). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119684527.ch6CrossRefGoogle Scholar
Mahowald, K., Ivanova, A. A., Blank, I. A., Kanwisher, N., Tenenbaum, J. B., & Fedorenko, E. (2023). Dissociating language and thought in large language models: A cognitive perspective. arXiv: 2301.06627. https://doi.org/10.48550/arXiv.2301.06627CrossRefGoogle Scholar
Malt, B. C., Gennari, S., Imai, M., Ameel, E., Saji, N., & Majid, A. (2015). Where are the concepts? What words can and can't reveal. In Margolis, E. & Laurence, S. (Eds.), Concepts: New directions (pp. 291326). MIT Press.CrossRefGoogle Scholar
Malt, B. C., & Majid, A. (2013). How thought is mapped into words. Wiley Interdisciplinary Reviews: Cognitive Science, 4(6), 583597. https://doi.org/10.1002/wcs.1251Google ScholarPubMed
Matute, E., Montiel, T., Pinto, N., Rosselli, M., Ardila, A., & Zarabozo, D. (2012). Comparing cognitive performance in illiterate and literate children. International Review of Education, 58(1), 109127. https://doi.org/10.1007/s11159-012-9273-9CrossRefGoogle Scholar
Mercier, H., & Sperber, D. (2017). The enigma of reason. Harvard University Press.Google Scholar
Olson, D. R. (2002). What writing does to the mind. In Amsel, E. & Byrnes, J. P. (Eds.), Language, literacy, and cognitive development (pp. 153165). Erlbaum.Google Scholar
Piantadosi, S. T. (2021). The computational origin of representation. Minds and Machines, 31(1), 158.CrossRefGoogle ScholarPubMed
Piantadosi, S. T., Tenenbaum, J., & Goodman, N. (2016). The logical primitives of thought: Empirical foundations for compositional cognitive models. Psychological Review, 123(4), 392424.CrossRefGoogle ScholarPubMed
Rabi, R., Miles, S. J., & Minda, J. P. (2015). Learning categories via rules and similarity: Comparing adults and children. Journal of Experimental Child Psychology, 131, 149169. https://doi.org/10.1016/j.jecp.2014.10.007CrossRefGoogle ScholarPubMed
Rabi, R., & Minda, J. P. (2014). Rule-based category learning in children: The role of age and executive functioning. PLoS ONE, 9(1), e85316. https://doi.org/10.1371/journal.pone.0085316CrossRefGoogle ScholarPubMed
Rissman, L., & Lupyan, G. (2022). A dissociation between conceptual prominence and explicit category learning: Evidence from agent and patient event roles. Journal of Experimental Psychology. General, 151(7), 17071732. https://doi.org/10.1037/xge0001146CrossRefGoogle ScholarPubMed
Rissman, L., & Majid, A. (2019). Thematic roles: Core knowledge or linguistic construct? Psychonomic Bulletin & Review, 26(6), 18501869. https://doi.org/10.3758/s13423-019-01634-5CrossRefGoogle ScholarPubMed
Shepard, R. N., Hovland, C. I., & Jenkins, H. M. (1961). Learning and memorization of classifications. Psychological Monographs: General and Applied, 75(13), 142. https://doi.org/10.1037/h0093825CrossRefGoogle Scholar
Zettersten, M., & Lupyan, G. (2020). Finding categories through words: More nameable features improve category learning. Cognition, 196, 104135. https://doi.org/10.1016/j.cognition.2019.104135CrossRefGoogle ScholarPubMed