Falk Huettig

Max Planck Institute, Nijmegen

Homepage: http://www.mpi.nl/people/huettig-falk


Is prediction necessary to understand language?

Many psycholinguistic experiments suggest that prediction is an important characteristic of language processing. Some recent theoretical accounts in the cognitive sciences (e.g., Clark, 2013; Friston, 2010) and psycholinguistics (e.g., Dell & Chang, 2014) appear to suggest that prediction is even necessary to understand language. I will evaluate this proposal. I will first discuss several arguments that may appear to be in line with the notion that prediction is necessary for language processing. These arguments include that prediction provides a unified theoretical principle of the human mind and that it pervades cortical function. We discuss whether evidence of human abilities to detect statistical regularities is necessarily evidence for predictive processing and evaluate suggestions that prediction is necessary for language learning. Five arguments are then presented that question the claim that all language processing is predictive in nature. I point out that not all language users appear to predict language and that suboptimal input makes prediction often very challenging. Prediction, moreover, is strongly context-dependent and impeded by resource limitations. I will also argue that it may be problematic that most experimental evidence for predictive language processing comes from 'prediction-encouraging' experimental set-ups. Finally, I will discuss possible ways that may lead to a further resolution of this debate. We conclude that languages can be learned and understood in the absence of prediction. Claims that all language processing is predictive in nature are premature.


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Falk Huettig is a Senior Investigator at the Max Planck Institute for Psycholinguistics in Nijmegen, Netherlands and a Visiting Professor at the University of Hyderabad, India. He received a PhD in psychology from the University of York, UK. His research focuses on the effect of cultural inventions such as reading on general cognition in children, illiterate adults, and individuals with reading impairments. Other main interests include language-vision interactions and predictive language processing.