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This study investigated the cognitive abilities needed to succeed at incidental word learning, specifically by examining the role of phonological memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing. Forty 4-year-olds were administered a test of nonword repetition (to investigate phonological memory), rhyming and phoneme alliteration tasks (to investigate phonological sensitivity), and an incidental word learning task (via a computer-based presentation of a cartoon story). A multiple regression analysis revealed that nonword repetition scores did not contribute significantly to incidental word learning. Phonological sensitivity scores were significant predictors of incidental word learning. These findings provide support for a model of lexical acquisition in which phonological knowledge plays an important role.

Previous research has demonstrated that even brief exposures to facial expressions of emotions elicit facial mimicry in receivers in the form of corresponding facial muscle movements. As well, vocal and verbal patterns of speakers converge in conversations, a type of vocal mimicry. There is also evidence of cross-modal mimicry in which emotional vocalizations elicit corresponding facial muscle activity. Further, empathic capacity has been associated with enhanced tendency towards facial mimicry as well as verbal synchrony. We investigated a type of potential cross-modal mimicry in a simulated dyadic situation. Specifically, we examined the influence of facial expressions of happy, sad, and neutral emotions on the vocal pitch of receivers, and its potential association with empathy. Results indicated that whereas both mean pitch and variability of pitch varied somewhat in the predicted directions, empathy was correlated with the difference in the variability of pitch while speaking to the sad and neutral faces. Discussion of results considers the dimensional nature of emotional vocalizations and possible future directions.

Recent evidence suggests that the mirror neuron system may serve as a common neural substrate for processing motor, linguistic, emotional, and other higher-level cognitive information. The current study employed psychophysiological methods to elucidate the role of this system in processing vocal emotions. Skin conductance and heart rate were measured for 25 undergraduate students while they were both listening to emotional vocalizations and also thinking (internal production) about them. The results revealed changes in skin conductance response and heart rate during both "listening" and "thinking" conditions. This suggests an active role of the mirror neuron system in processing vocal emotions.

Several research studies suggest the significant role played by metamemory in lexical abilities of both adults and children. To our knowledge, there have been no studies to date that have explored the role of metamemory (Judgments of Learning) in fast mapping of novel words by adults. One hundred and twelve undergraduate students were given tasks of fast mapping and judgments of learning. A one-way Multivariate Analysis of Variance revealed that participants who performed well on fast mapping had superior global and item-by-item absolute prediction scores compared to poor performers. However, the good and poor performers did not significantly differ in their item-by-item relative predictive accuracy (Goodman-Kruskal gamma correlations) in the immediate as well as the delayed judgments of learning conditions. The possible reasons for inferior gamma correlations, the methodological issues for future research and the clinical implications for the assessment and treatment of adults with lexical deficits are discussed.

Metalinguistic skillÕ has emerged as an important measure of the sophistication of an individualÕs mastery of language. Some of the impetus for studies of metalinguistic skills, stemmed from an interest in its contribution to the acquisition of literacy. The central debate in these studies has been the issue of whether metalinguistic skills appear as a product of cognitive development or as a product of literacy instruction. In addition, there is also an increased interest in the cross-linguistic perspectives, given that replication of some of this research in non-alphabetic scripts are at variance with the earlier studies on alphabetic scripts. In the current study, identical experiments were conducted on a group of pre-school children and a group of nonliterate adults, in Kannada, to investigate their understanding of the relationship between written language and oral language in particular their understanding of the relationship between the 'wordÕ and its 'referentÕ and the effect of literacy acquisition on the same. Overall, the results support the view that acquisition of literacy has a significant influence on an individualÕs conception of words, though an interaction between cognitive maturation and literacy exposure cannot be ruled out.

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Sound-shape associations involving consistent matching of nonsense words such as ‘bouba’ and ‘kiki’ with curved and angular shapes, respectively, have been replicated in several studies. The purpose of the current study was to examine the robustness of previously noted sound-shape associations when shape variations (angular and curvy) are embedded in schematic expressions of emotions (sad and happy). Results revealed consistent matching tendencies based on sound-emotion expression mapping irrespective of the particular shape of the expressions. We suggest that internally simulating the facial expressions/oral gestures may have played a significant role in driving the matching preferences.