Witthoft, Frank, Wu, Wade, & Boroditsky, 2007). The idea of language influencing cognition and culture has been criticized and "fell out of favor" in the 1960s (Wikipedia, 2009a) due to a prevalent influence of Chomsky"s ideas emphasizing language and cognition to be separate abilities of the mind (Chomsky, 1965). Recently SWH again attracted academic attention, including experimental confirmations (see the previous references) and theoretical skepticism (Pinker, 2007). Interactions between language and cognition have been confirmed in fMRI experiments (Simmons, Stephan, Carla, Xiaoping, & Barsalou, 2008). Brain imaging experiments by Franklin, Drivonikou, Bevis, Davie, Kay, & Regier (2008) demonstrated that learning a word "rewires" cognitive circuits in the brain, learning a color name moves perception from right to left hemisphere. These recent data address in particular an old line of critique of SWH: whether the relationships between cultures and languages are causal or correlational; and if causal, what is the cause and what is the effect. Franklin et al (2008) experiments have demonstrated that language affects thinking, not the other way around. This discussion will be continued later but first I would like to emphasize that all arguments and experiments referenced above concentrated on conceptual effects of language.

Emotional effects might be no less important (Guttfreund, 1990; Harris, Ayçiçegi, &
Gleason, 2003). In particular indicative are results of (Guttfreund, 1990): whereas the mother tongue is usually perceived as more emotional, Spanish-English bilinguals reported more intense emotions in psychological interviews conducted in Spanish than in English, irrespective of whether their first language was English or Spanish. Still, experimental evidence of interaction between the emotional contents of languages and cognition is limited, the neural mechanisms of these interactions are not known, and no computational models have existed (Perlovsky, 2006a,b,c; 2009a,b; 2010d,f,g,m). 

This paper derives neurally motivated computational models of how conceptual and emotional contents of language affect cognition. The next section reviews conceptual and emotional mechanisms of language and its interaction with cognition. I briefly review existing theoretical ideas and experimental evidence on language evolution, conceptualizing possible mechanisms, and emphasizing directions for future research. Section 3 summarizes previously developed neuro-mathematical theories of interaction between language and cognition (Perlovsky, 2004; 2006a,b,c; 2009a,b; 2010d,f,g,m), which have been partially proven experimentally. These models are extended toward hierarchy of the mind. Section 4 derives neurally motivated cultural evolutionary models and demonstrates that different cultural evolutionary paths are favored by differences in interaction between cognition and language. In conclusion I discuss future theoretical and experimental directions.

## 2. Language And Cognition

Language is widely considered as a mechanism for communicating conceptual information. 

Emotional contents of language are less appreciated and their role in the mind and evolutionary significance are less known. Still their roles in ontology, evolution, and cultural differences are significant. Whereas much research concentrates on language-computation, sensory-motor, and concept-intention interfaces (Hauser, Chomsky, & Fitch, 2002), this paper emphasizes that the primordial origin of language was a unified neural mechanism of fused voicing-behavior, emotion-motivation, and concept-understanding (Deacon, 1989; Lieberman, 2000; Mithen, 2007). It is likely that differentiation of mechanisms involved in language, voicing, cognition, 