Brain embodiment of syntax and grammar: Discrete combinatorial mechanisms spelt out in neuronal circuits
Abstract
Neuroscience has greatly improved our understanding of the brain basis of abstract lexical and semantic processes. The neuronal devices underlying words and concepts are distributed neuronal assemblies reaching into sensory and motor systems of the cortex and, at the cognitive level, information binding in such widely dispersed circuits is mirrored by the sensorimotor grounding of form and meaning of symbols. Recent years have seen the emergence of evidence for similar brain embodiment of syntax. Neurophysiological studies have accumulated support for the linguistic notion of abstract combinatorial rules manifest as functionally discrete neuronal assemblies. Concepts immanent to the theory of abstract automata could be grounded in observations from modern neuroscience, so that it became possible to model abstract pushdown storage - which is critical for building linguistic tree structure representations - as ordered dynamics of memory circuits in the brain. At the same time, neurocomputational research showed how sequence detectors already known from animal brains can be neuronally linked so that they merge into larger functionally discrete units, thereby underpinning abstract rule representations that syntactically bind lexicosemantic classes of morphemes and words into larger meaningful constituents. Specific predictions of brain-based grammar models could be confirmed by neurophysiological and brain imaging experiments using MEG, EEG and fMRI. Neuroscience and neurocomputa…
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The plural suffix -s and the -'s clitic marking the genitive case are important because they encode grammatical categories, are syntactically relevant, and are fully productive in that they can be attached regularly to any word of the appropriate class.
“In summary, I argue that the plural suffix -s and the -’s clitic marking the genitive case are important because they encode grammatical categories, are syntactically relevant and are fully productive in that they can be attached regularly to any word of the appropriate class [47] (see also [28]).”
From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [28]
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References 182 · Cited by 182
- Authors
- Pulvermüller, F.
- Venue
- Brain and Language
- Publisher
- Elsevier BV
- Published
- 2010-03
- Volume
- 112
- Issue
- 3
- Pages
- 167-179
- ISSN
- 0093-934X (ISSN-L)
- OpenAlex
- W2019455361
- Cited by
- 182
- References
- 182
- Citations by year
- 2025: 2 · 2023: 27 · 2022: 11 · 2021: 9 · 2020: 8 · 2019: 59 · 2018: 7 · 2017: 7 · 2016: 9 · 2015: 5 · 2014: 12 · 2013: 8 · 2012: 7
- FWCI
- 4.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Brain and Language (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Arts and Humanities › Language and Linguistics › Syntax, Semantics, Linguistic Variation
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- syntax, grammar, cell assemblies, pushdown automata, memory circuits, sensorimotor grounding, abstract machines, tree structure representation, neurocomputational model
- MeSH terms
- Animals, Brain, Biological Evolution, Humans, Linguistics, Mental Processes, Neural Pathways
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