<html><head><meta http-equiv="Content-Type" content="text/html; charset=utf-8"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class="">*** Apologies for cross-posting ***<div class=""><br class=""></div><div class="">Dear colleagues:</div><div class=""><br class=""></div><div class="">Please find below information on a workshop that Nick Evans and I will host in Lima - Peru (7-9 September 2020). The workshop will take place immediately after IX Syntax of the World’s Languages, so it’s a great opportunity to stay in Lima over the weekend, eat delicious food and have even more interesting linguistic discussions.</div><div class=""><br class=""></div><div class="">All the best,</div><div class=""><br class=""></div><div class="">Roberto Zariquiey</div><div class=""><p class="normal" align="center" style="text-align:center"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class=""><br class=""></span></b></p><p class="normal" align="center" style="text-align:center"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class="">IV International Workshop on the Typology of Amerindian
Languages:<o:p class=""></o:p></span></b></p><p class="MsoNormal" align="center" style="text-align:center"><b class=""><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:
EN-AU" class="">The grammar of social cognition</span></b></p><p class="MsoNormal"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class=""> </span></p><p class="normal" style="margin-bottom:12.0pt"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class="">Venue:</span></b><span lang="EN" style="font-size:12.0pt;
line-height:115%;font-family:"Times New Roman"" class=""> Auditorio de Humanidades<o:p class=""></o:p></span></p><p class="normal" style="margin-top:0cm;margin-right:0cm;margin-bottom:12.0pt;
margin-left:108.0pt;text-indent:36.0pt"><span lang="EN" style="font-size:12.0pt;
line-height:115%;font-family:"Times New Roman"" class="">Pontificia Universidad Católica
del Perú (PUCP) - Lima<o:p class=""></o:p></span></p><p class="normal" style="margin-bottom:12.0pt"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class="">Dates: </span></b><span lang="EN" style="font-size:12.0pt;
line-height:115%;font-family:"Times New Roman"" class=""> 7-9
September 2020<o:p class=""></o:p></span></p><p class="normal"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:"Times New Roman"" class="">Workshop
languages: </span></b><span lang="EN" style="font-size:12.0pt;line-height:115%;
font-family:"Times New Roman"" class=""> English, Spanish and Portuguese<o:p class=""></o:p></span></p><p class="normal"><span lang="EN" style="font-size:12.0pt;line-height:115%;
font-family:"Times New Roman"" class=""> </span></p><p class="normal" style="margin-bottom:12.0pt"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class="">Keynote speaker:</span></b><span lang="EN" style="font-size:
12.0pt;line-height:115%;font-family:"Times New Roman"" class=""> Marianne Mithun<o:p class=""></o:p></span></p><p class="normal" style="margin-bottom:12.0pt"><b class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Times New Roman"" class="">Convenors:</span></b><span lang="EN" style="font-size:12.0pt;
line-height:115%;font-family:"Times New Roman"" class=""> Nick Evans (Australian National University)<o:p class=""></o:p></span></p><p class="normal" style="margin-bottom:12.0pt"><span lang="EN" style="font-size:
12.0pt;line-height:115%;font-family:"Times New Roman"" class=""> Roberto Zariquiey (Pontificia Universidad
Católica del Perú)<o:p class=""></o:p></span></p><p class="MsoNormal"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class=""> </span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph"><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:EN-AU" class="">Social
cognition takes in all we need to know and communicate to live with other human
beings. How are they related to each other (kinship)? What are their inner
thoughts, and how do they report what was said and what people think
(represented thought, intention and speech)? What do we feel (emotion)? Are you
paying to attention to what I am talking about (engagement)? And much more.<o:p class=""></o:p></span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph"><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:EN-AU" class=""> Recent documentary and typological
work has revealed wide differences in how languages represent social cognition
in their grammars. Many languages have special morphology for representing
kinship relations, even in their pronouns. Constructions which in English or
Spanish involve complementation are often rendered by direct speech, e.g. ‘He
wants John to come’ as ‘He says/goes: “John, come!”’. Many languages, such as
Japanese and some Barbacoan languages, are strict about what subjective
statements (wants, feelings) can be expressed directly (I want/am lonely, Do
you want/are you lonely?) and what must be expressed only with reference to
behaviour (She gives signs of wanting/being lonely), reflecting a more rigorous
difference between the subjective and externally observable worlds than is made
in European languages. And recent work has revealed a number of languages (e.g.
in Kogi in Colombia, Kakataibo in Perú) with complex grammatical machinery for
monitoring ‘engagement’ – keeping track of the relative attention/knowledge of
speaker and hearer.<o:p class=""></o:p></span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph"><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:EN-AU" class=""> This workshop will comprise a series
of framing overview talks by Nicholas Evans on the topic of grammar and social
cognition (including the use of the ‘Family Problems Task’ to collect
naturalistic “parallax” data across languages), presentations by workshop
participants about work on Amerindian languages on any of the above topics, a keynote presentation by Marianne Mithun, and general discussions at the end of each day. Paper proposals are invited in
English, Spanish or Portuguese, giving a title plus short abstract. </span><span lang="EN-GB" style="font-family:"Times New Roman"" class="">Please send your proposal to </span><span style="font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";
color:#5F6368;background:white;mso-ansi-language:ES-TRAD;mso-fareast-language:
ES" class=""><a href="mailto:socialcognitionpucp@gmail.com" class="">socialcognitionpucp@gmail.com</a>
</span><span lang="EN-GB" style="font-family:"Times New Roman"" class="">before <b class="">15 April 2020</b>. Notification will be
given on <b class="">25 April 2020</b>.</span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph"><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:EN-AU" class="">La
cognición social abarca todo lo que necesitamos saber y comunicar para vivir
con otros seres humanos. ¿Cómo nos relacionamos entre nosotros (parentesco)?
¿Cuáles son nuestros pensamientos internos y cómo reportamos lo que la gente
dijo o piensa (pensamiento, intención y discurso representados)? ¿Qué sentimos
(emoción)? ¿Estan prestando atención a lo que estamos diciendo (engagement)? Y
mucho más. <o:p class=""></o:p></span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph;
text-indent:36.0pt"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class="">Recientemente, la investigación tipológica y la
documentación de lenguas ha revelado grandes diferencias en cómo los idiomas
representan la cognición social en sus gramáticas. Muchas lenguas tienen una
morfología especial para representar las relaciones de parentesco, incluso en
sus pronombres. Las construcciones que en inglés o español hacen uso de complementación
a menudo se representan mediante habla directa (“Él quiere que John venga” >
“Él dice / dice: “¡John, ven!””). Muchos idiomas, como el japonés y algunos
idiomas Barbacoa, muestran patrones rígidos con respecto a qué declaraciones
subjetivas (deseos, sentimientos) se pueden expresar directamente (quiero /
estoy solo, ¿quieres / estás solo?) y cuáles debe expresarse solo con referencia
al comportamiento (Ella da señales de querer / estar solo), lo que refleja una
diferencia más rigurosa entre el mundo subjetivo y lo que es observable
externamente que la que establecen los idiomas europeos. Estudios recientes han
revelado que una serie de idiomas (por ejemplo, Kogi en Colombia, Kakataibo en
Perú) exhiben una maquinaria gramatical compleja para monitorear y expresar
nociones asociadas a la categoría de ‘engagement’ (es decir, para hacer un
seguimiento de la atención / conocimiento relativo del hablante y el oyente). <o:p class=""></o:p></span></p><p class="MsoNormal" style="text-align:justify;text-justify:inter-ideograph;
text-indent:36.0pt"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class="">Este taller comprenderá una serie de charlas a cargo
de Nicholas Evans sobre el tema de la gramática y la cognición social (incluido
el uso del Family Problem Task para recopilar datos naturales comparables en
diferentes idiomas), presentaciones de los participantes del taller sobre cualquiera
de los temas anteriores en relación a idiomas amerindios, una presentación especial a cargo de Marianne Mithun, y debates generales
al final de cada día. Invitamos a todos los interesados a presentar propuestas en
inglés, español o portugués, dando un título y un resumen breve. Los interesados
pueden hacernos llegar su propuesta al email: <b class=""><a href="mailto:socialcognitionpucp@gmail.com" class="">socialcognitionpucp@gmail.com</a></b>, antes del <b class="">15 de abril de 2020</b>. La notificación se enviará el <b class="">25 de abril de 2020</b>. <o:p class=""></o:p></span></p><p class="MsoNormal"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class=""> </span></p><p class="MsoNormal"><b class=""><span lang="EN-AU" style="font-family:"Times New Roman";mso-ansi-language:EN-AU" class="">References/Referencias</span></b><b class=""><span style="font-family:"Times New Roman";
mso-fareast-font-family:"Times New Roman";mso-ansi-language:ES-TRAD;mso-fareast-language:
ES" class=""><o:p class=""></o:p></span></b></p><p class="MsoNormal"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class=""> </span></p><p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span lang="EN-GB" style="font-family:"Times New Roman"" class="">Barth, Danielle & Nicholas
Evans (eds.). 2017. <i class="">The Social Cognition Parallax Corpus (SCOPIC)</i>. <i class="">Language
Documentation and Conservation</i> <i class="">Special Publication No. 12</i>.
http:/<a href="http://hdl.handle.net/10125/24739" class="">hdl.handle.net/10125/24739</a><o:p class=""></o:p></span></p><div style="margin: 0cm -10.95pt 0.0001pt 1cm; text-indent: -1cm;" class=""><span lang="EN-US" style="font-family:"Times New Roman"" class="">Evans, Nicholas. 2003. Context, culture
and structuration in the languages of Australia. <i class="">Annual Review of Anthropology</i> 32:13-40.<i class=""><o:p class=""></o:p></i></span></div><p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span lang="EN-GB" style="font-family:"Times New Roman"" class="">Evans, Nicholas. 2009. <i class="">Dying Words: Endangered languages and what
they have to tell us. </i>Maldon & Oxford: Wiley-Blackwell. The Language
Library. Ch. 3. ‘Your mind in mine: social cognition in grammar.’ Pp. 69-80.<o:p class=""></o:p></span></p><p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span lang="EN-GB" style="font-family:"Times New Roman"" class="">Evans, Nicholas, Henrik
Bergqvist & Lila San Roque. 2018a. The grammar of engagement: Part I,
Fundamentals. <i class="">Language and Cognition</i>.
10:110-40. DOI: 10.10.1017/langcog.2017.21<o:p class=""></o:p></span></p><p class="MsoNormal" style="margin-left:1.0cm;text-indent:-1.0cm"><span lang="EN-GB" style="font-family:"Times New Roman"" class="">Evans, Nicholas, Henrik
Bergqvist & Lila San Roque. 2018b. The grammar of engagement: Part II,
Typology. <i class="">Language and Cognition</i>
10:141-70. DOI: 10.1017/langcog.2017.22</span></p><div style="margin: 0cm -10.95pt 0.0001pt 1cm; text-indent: -1cm;" class=""><span lang="EN-US" style="font-family:"Times New Roman"" class="">San Roque, Lila, Alan Rumsey, Lauren
Gawne, Stef Spronck, Darja Hoenigman, Alice Carroll, Julia Miller &
Nicholas Evans. 2012. Getting the story straight: language fieldwork using a
narrative problem-solving task. <i class="">Language
Documentation and Conservation</i> 6:134-173. <o:p class=""></o:p></span></div><p class="MsoNormal"><span lang="EN-AU" style="font-family:"Times New Roman";
mso-ansi-language:EN-AU" class=""> </span></p></div></body></html>