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Piaget suggests that animistic thinking is a pervasive feature of children's cognition. To test this notion, 4- to 8-year-old children were shown several inanimate objects and asked to pick those which perform activities characteristic of living organisms. These activities were typified by six verbs: "ear," "sleep," "breathe," "grow," "die," and "be alive." Fifty percent of the younger children responded animistically, by misattributing life processes to inanimate objects, but only 18% of their total responses were animistic. Twenty percent of the older children responded animistically, but only 20% of their responses were animistic. In Experiment II, children were shown drawings singly and asked if the object could perform activities named by one of the six verbs. Results were similar to those of Experiment I but with somewhat less animism. Experiment III required children to spontaneously name things that are alive. There were no animistic responses. It was concluded that animistic thinking is not a genuine phenomenon but linguistic confusion elicited by novel objects and unfamiliar words.

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Historically-unwritten Arabic dialects are increasingly appearing online in social media texts and are often intermixed with other languages, including Modern Standard Arabic, English, and French. The next generation analyst will need new capabilities to quickly distinguish among the languages appearing in a given text and to identify informative patterns of language switching that occur within a user's social network-patterns that may correspond to socio-cultural aspects such as participants' perceived and projected group identity. This paper presents work to (i) collect texts written in Moroccan Darija, a low-resource Arabic dialect from North Africa, and (ii) build an annotation tool that (iii) supports development of automatic language and dialect identification and (iv) provides social and information network visualizations of languages identified in tweet conversations.

No abstract