Mark Changizi - Harnessed - How Language and Music Mimicked Nature and Transformed Ape to Man

amily

anguage

ine 1: Sorce of common word list

Line 2: Phonological information

ndo-Europan

nglish

m. Natl Crpus, http://americannationalcorpus.org/SecondRelease/data/ANC-spoken-count.txt

ndo-Europan

erman

ttp://wwwwortschatz.uni-leipzig.de/Papers/top1000de.txt

http://en.wikipedia.org/wiki/German_orthography

ndo-Europan

panish

ttp://en.iktionary.org/wiki/Wiktionary:Frequency_lists/Spanish1000

http://en.wikipedia.org/wiki/Spanish_alphabet

ndo-Europan

engali

ttp://wwwwebsters-online-dictionary.org/translation/Bengali+%2528Transliterated%2529/

http://www.prabasi.org/Literary/ComposeArticle.html

ndo-Europan

osnian

ttp://wwwwebsters-online-dictionary.org/translation/Bosnian/

http://en.wikipedia.org/wiki/Bosnian_language

ltaic

urkish

ttp://wwwturkishlanguage.co.uk/freqvocab.htm

http://www.omniglot.com/writing/turkish.htm

merican

nukitut

ttp://wwwwebsters-online-dictionary.org/translation/Inuktitut+%2528Transliterated%2529/

http://en.wikipedia.org/wiki/Inuit_phonology, http://www.rrsss17.gouv.qc.ca/en/nunavik/langue.aspx

merican

aino

ttp://wwwwebsters-online-dictionary.org/translation/Taino/

http://en.wikipedia.org/wiki/Ta%C3%ADno

merican

ucatec Maa

ttp://wwwwebsters-online-dictionary.org/translation/Yucatec/

http://en.wikipedia.org/wiki/Yucatec_Maya

0

frican

ango

ttp://wwwwebsters-online-dictionary.org/definition/lango-english/

http://sumale.vjf.cnrs.fr/phono/AfficheTableauOrtho2N.php?choixLangue=dholuo

1

frican

omali

ttp://wwwwebsters-online-dictionary.org/translation/Somali/

http://en.wikipedia.org/wiki/Somali_alphabet, http://en.wikipedia.org/wiki/Somali_phonology

2

frican

olof

ttp://wwwwebsters-online-dictionary.org/translation/Wolof/

http://www.omniglot.com/writing/wolof.htm, http://en.wikipedia.org/wiki/Wolof_language

3

frican

ulu

ttp://wwwwebsters-online-dictionary.org/definition/Zulu-english/

http://isizulu.net/p11n/

4

frican

aya

ttp://wwwwebsters-online-dictionary.org/translation/Haya/

http://en.wikipedia.org/wiki/Haya_language

5

ustronesin

ijian

ttp://wwwwebsters-online-dictionary.org/translation/Fijian/

http://en.wikipedia.org/wiki/Fijian_language

6

ustronesin

alagasy

ttp://wwwwebsters-online-dictionary.org/definition/Malagasy-english/

http://en.wikipedia.org/wiki/Malagasy_language

7

ravidian

amil

ttp://wwwwebsters-online-dictionary.org/translation/Tamil+%2528Transliterated%2529/

http://www.omniglot.com/writing/tamil.htm, http://portal.unesco.org/culture/en/files/38245/12265762813tamil_en.pdf/tamil_en.pdf

8

ast Asian

apanese

ttp://wwwjpf.org.uk/language/download/VocListAAug07.pdf

http://en.wikipedia.org/wiki/Japanese_phonology

Video data

Our hypothesis is that it is the physical events among macroscopic solid objects that principally drives the competencies of our auditory system, and thus coders were trained to measure sequences of hits and slides in the physical events found in videos. To avoid any potential auditory bias to hear speech-like patterns among natural event sounds, measurements were made visually (i.e., with the video’s audio muted). Measurements were made from several categories of video, each chosen because of the likelihood of finding “typical” kinds of solid-object physical events. Categories were as shown below, followed by links to the videos (and their lengths).

Cooking (23 minutes)

http://www.youtube.com/watch?v=6s__hRrQZ3E (9:29)

http://www.youtube.com/watch?v=Y36zINLldyQ (3:49)

http://www.youtube.com/watch?v=Enytl9Epfcs&feature=related (9:50)

Assembly instructions (17 minutes)

http://www.youtube.com/watch?v=fOofJFyu9s8 (1:37)

http://www.youtube.com/watch?v=Y-oPmSCIQPw (0:48)

http://www.youtube.com/watch?v=Z_8otugkqxM (2:31)

http://www.youtube.com/watch?v=hsd7vne65nA (4:55)

http://www.youtube.com/watch?v=Dd8Y5prcCos (7:39)

Children playing with toys (7 minutes)

http://www.youtube.com/watch?v=yRPoBXZcx_o (1:56)

http://www.youtube.com/watch?v=_1-TbrU8W0M (1:17)

http://www.youtube.com/watch?v=4gYMerbfYpM (1:10)

http://www.youtube.com/watch?v=O28i03T82EE&NR=1 (0:46)

http://www.youtube.com/watch?v=BSbV4U62Mg0&feature=related (1:45)

Acrobatics (8 minutes)

http://www.youtube.com/watch?v=RKoKtHzrTEw (2:22)

http://www.youtube.com/watch?v=KXpbCQ6kIVQ&feature=related (1:59)

http://www.youtube.com/watch?v=VY9g7koP8yQ (3:41)

Family gatherings (11 minutes)

http://www.youtube.com/watch?v=H11dO6tr3v4 (2:44)

http://www.youtube.com/watch?v=m_q6QRD4hLU (8:17)

These amount to 67 minutes of video in total. The average (across the three viewers) total number of events with three or fewer physical interactions (i.e., hits or slides) among these videos was 504.7. The correlations between the relative frequency distributions for the three viewers were R2 = 0.51, R2 = 0.63, R2 = 0.48. These three coders also measured from the same videos a second time, this time with the sound present; the average distribution for vision only was highly correlated with the average distribution for audition-and-vision (R2 = 0.857). Also, as part of the training for coding, a “ground truth” auditory file was created by the first author with sample physical event types, and the two coders measured, via audition only, the distribution, and had correlations of R2 = 0.63 and R2 = 0.64 with the ground truth source.