Seeing, acting, understanding: Motor resonance in language comprehension

From action to abstraction: The sensorimotor grounding of metaphor in Parkinson's disease

Embodied cognition theories propose that the semantic representations engaged in during language comprehension are partly supported by perceptual and motor systems, via simulation. Activation in modality-specific regions of cortex is associated with the comprehension of literal language that describes the analogous modalities, but studies addressing the grounding of non-literal or figurative language, such as metaphors, have yielded mixed results. Differences in the psycholinguistic characteristics of sentence stimuli across studies have likely contributed to this lack of consensus. Furthermore, previous studies have been largely correlational, whilst patient studies are a critical way of determining if intact sensorimotor function is necessary to understand language drawing on sensorimotor information. We designed a battery of metaphorical and literal sentence stimuli using action and sound words, with an unprecedented level of control over critical psycholinguistic variables, to test hypotheses about the grounding of metaphorical language. In this Registered Report, we assessed the comprehension of these sentences in 41 patients with Parkinson's disease, who were predicted to be disproportionately affected by the action sentences relative to the sound sentences, and compared their performance to that of 39 healthy age-matched controls who were predicted to show no difference in performance due to sensory modality. Using preregistered Bayesian model comparison methods, we found that PD patients' comprehension of literal action sentences was not impaired, while there was some evidence for a slowing of responses to action metaphors. Follow up exploratory analyses suggest that this response time modality effect was driven by one type of metaphor (predicate) and was absent in another (nominal), despite the fact that the action semantics were similar in both syntactic forms. These results suggest that the conditions under which PD patients demonstrate hypothesized embodiment effects are limited. We offer a critical assessment of the PD action language literature and discuss implications for the embodiment debate. In addition, we suggest how future studies could leverage Bayesian statistical methods to provide more convincing evidence for or against embodied cognition effects.

Situation model updating in young and older adults

Over the past decade or so, developments in language comprehension research in the domain of cognitive aging have converged on support for resilience in older adults with regard to situation model updating when reading texts. Several studies have shown that even though age-related declines in language comprehension appear at the level of the surface form and text base of the text, these age differences do not apply to the creation and updating of situation models. In fact, older adults seem more sensitive to certain manipulations of situation model updating. This article presents a review of theories on situation model updating as well how they match with research on situation model updating in younger and older adults. Factors that may be responsible for the resilience of language comprehension in older age will be discussed as well as avenues for future research.

Embodiment Effect on the Comprehension of Mandarin Manual Action Language: An ERP Study

Embodiment theories argue that language comprehension involves activating specific sensory-motor systems in the brain. Previous research performed in English and other Indo-European languages suggests that, when compared to compatible sentences referring to the same actions performed sequentially (e.g. 'After cleaning the wound he unrolled the bandage'), incompatible sentences describing two manual actions performed simultaneously by an agent (e.g. 'While cleaning the wound he unrolled the bandage') were worse understood and increased the event-related potentials (ERPs) component N400. The present ERP research aims to further investigate brain response to motor compatibility in native Mandarin speakers. The Chinese experimental sentences described two manual actions either in incongruent conditions marked by the Chinese parallel structure … … ('yibian…yibian…'/'while… while…') or congruent conditions marked by the sequential structure … … ('xian…ranhou…'/'firstly… then…'). The last action clause elicited larger fronto-central N400 in the incongruent condition, which reveals that there are semantic embodiment effects on the comprehension of Mandarin manual action language.

Does watching Han Solo or C-3PO similarly influence our language processing?

Several studies have demonstrated that perceiving an action influences the subsequent processing of action verbs. However, which characteristics of the perceived action are truly determinant to enable this influence is still unknown. The current study investigated the role of the agent executing an action in this action-language relationship. Participants performed a semantic decision task after seeing a video of a human or a robot performing an action. The results of the first study showed that perceiving a human being executing an action as well as perceiving a robot facilitate subsequent language processing, suggesting that the humanness (The term "humanness" is used as meaning "belonging to human race" and not to refer to a personal quality) of the agent is not crucial in the link between action and language. However, this experiment was conducted with Japanese people who are very familiar with robots; thus, an alternative explanation could be that it is the unfamiliarity with the agent that could perturb the action-language relationship. To assess this hypothesis, we carried out two additional experiments with French participants. The results of the second study showed that, unlike the observation of a human agent, the observation of a robot did not influence language processing. Finally, the results of the third study showed that, after a familiarization phase, French participants too were influenced by the observation of a robot. Overall, the outcomes of these studies indicate that, more than the humanness of the agent, it is the familiarity which we have with this agent that is crucial in the action-language relationship.

The concreteness of abstract language: an ancient issue and a new perspective

This paper addresses the debated issue of abstract language in the framework of embodiment. First, we discuss the notion of abstractness in the light of the Western philosophical thought, with a focus on the English empiricist tradition. Second, we review the most relevant psychological models and neuroscientific empirical findings on abstract language. It turns out that abstract words are not such, because their meaning is "far from experience", but, because of the high complexity of the attached experiential clusters. Finally, we spell out the consequences of this understanding of abstractness in relation to the neural mechanisms subserving abstract language processing. If abstract words, as compared to concrete ones, imply an increasing complexity of the associated experiential clusters, then the processing of abstract language relies on the recruitment of several neural substrates coding for those experiences. We forward that, at the neural level, this complexity is coded by means of three main mechanisms: (1) the recruitment of the motor representations of different biological effectors (abstract meaning as effector-unspecific); (2) the recruitment of different systems, including sensory, motor, and emotional ones (abstract meaning as multi-systemic); (3) the recruitment of neural substrates coding for social contexts and levels of self-relatedness (abstract meaning as dynamic). As compared to the current approaches in the literature on abstract language that combine embodiment with some a-modal aspects, our proposal is fully embodied and rules out additional aspects. Our proposal may spur future empirical research on abstract language in the embodied approach.

Mnemonic effects of action simulation from pictures and phrases

Several theoretical approaches suggest that language comprehension and action observation rely on similar mental simulations. Granted that these two simulations partially overlap, we assumed that simulations stemming from action observations are more direct than those stemming from action phrases. The implied prediction was that simulation from action observation should prevail on simulation from action phrases when their effects are contrasted. The results of three experiments confirmed that, when at encoding the phrases were paired with pictures of actions whose kinematics was incongruent with the implied kinematics of the actions described in the phrases, memory for action phrases was impaired (Experiment 1). However, the reverse was not true: when the pictures were paired with phrases representing actions whose kinematics were incongruent with the kinematics of the actions portrayed in the pictures, memory for pictures portraying actions was not impaired (Experiment 2). Also, in line with evidence that simulations from action phrases and those from action observation partially overlap, when their effects were not contrasted their products were misrecognized. In our experiments, when action phrases only presented at recognition described actions depicted in pictures seen at encoding, they were misrecognized as had already been read at encoding (Experiment 1); further, when pictures only presented at recognition portrayed actions described in phrases presented at encoding, they were misrecognized as seen at encoding (Experiment 2). A third experiment excluded the possibility that the pattern of findings was simply a consequence of better memory for pictures of actions as opposed to memory for action phrases (Experiment 3). The implications of our results in relation to the literature on simulation in language comprehension and action observation are discussed.

A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration

Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.

Logical Connectives Modulate Attention to Simulations Evoked by the Constituents They Link Together

In previous studies investigating logical-connectives simulations, participants focused their attention on verifying truth-condition satisfaction for connective expressions describing visual stimuli (e.g., Dumitru, 2014; Dumitru and Joergensen, 2016). Here, we sought to replicate and extend the findings that conjunction and disjunction simulations are structured as one and two Gestalts, respectively, by using language - picture matching tasks where participants focused their attention exclusively on stimuli visuospatial properties. Three studies evaluated perceptual compatibility effects between visual displays varying stimuli direction, size, and orientation, and basic sentences featuring the logical connectives AND, OR, BUT, IF, ALTHOUGH, BECAUSE, and THEREFORE (e.g., "There is blue AND there is red"). Response times highlight correlations between the Gestalt arity of connective simulations and visual attention patterns, such that words referring to constituents in the same Gestalt were matched faster to visual stimuli displayed sequentially rather than alternatively, having the same size rather than different sizes, and being oriented along axes other than horizontal. The results also highlight attentional patterns orthogonal to Gestalt arity: visual stimuli corresponding to simulation constituents were processed faster when they appeared onscreen from left to right than from right to left, when they were emphasized or de-emphasized together (i.e., faster processing of all-small or all-large stimuli pairs), and when they formed a downward-oriented diagonal, which signals a simulation boundary. More generally, our findings suggest that logical connectives rapidly evoke simulations that trigger top-down attention patterns over the grouping and properties of visual stimuli corresponding to the constituents they link together.

East is not right: Spatial compatibility differs between egocentric and cardinal retrieval

Four experiments examined perceptuo-motor associations involved in spatial knowledge encoding and retrieval. Participants learned spatial information by studying a map or by navigating through a real environment and then verified spatial descriptions based on either egocentric or cardinal directional terms. Participants moved the computer mouse to a YES or NO button to verify each statement. We tracked mouse cursor trajectories to examine perceptuo-motor associations in spatial knowledge. An encoding hypothesis predicts that perceptuo-motor associations depend on the involvement of perceptions and actions during encoding, regardless of how spatial knowledge would be used. The retrieval hypothesis predicts that perceptuo-motor associations change as a function of retrieval demands, regardless of how they are learned. The results supported the retrieval hypothesis. Participants showed action compatibility effects with egocentric retrieval, regardless of how spatial information was learned. With well-developed spatial knowledge, a reliable compatibility effect emerged during egocentric retrieval, but no or limited compatibility effects emerged with cardinal retrieval. With less-developed knowledge, the compatibility effects evident during cardinal retrieval suggest a process of egocentric recoding. Other factors of environment learning, such as location proximity and orientation changes, also impacted the compatibility effect, as revealed in the temporal dynamics of mouse movements. Taken together, the results demonstrate that retrieval demands differentially rely upon perceptuo-motor associations in long-term spatial knowledge. This effect is also modulated by environment experience, proximity of learned locations, and experienced orientations.

Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of four different interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and fourth-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students' reading comprehension. Moreover, there were child-characteristic-by-treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.

Action and object words are differentially anchored in the sensory motor system - A perspective on cognitive embodiment

Embodied and grounded cognition theories have assumed that the sensorimotor system is causally involved in processing motor-related language content. Although a causal proof on a single-cell basis is ethically not possible today, the present fMRI study provides confirmation of this longstanding speculation, as far as it is possible with recent methods, employing a new computational approach. More specifically, we were looking for common activation of nouns and objects, and actions and verbs, representing the canonical and mirror neuron system, respectively. Using multivariate pattern analysis, a resulting linear classifier indeed successfully generalized from distinguishing actions from objects in pictures to distinguishing the respective verbs from nouns in written words. Further, these action-related pattern responses were detailed by recently introduced predictive pattern decomposition into the constituent activity atoms and their relative contributions. The findings support the concept of canonical neurons and mirror neurons implementing embodied processes with separate roles in distinguishing objects from actions, and nouns from verbs, respectively. This example of neuronal recycling processing algorithms is consistent with a multimodal brain signature of human action and object concepts. Embodied language theory is thus merged with actual neurobiological implementation.

On my right or on your left? Spontaneous spatial perspective taking in blind people

Spatial perspective taking is a human ability that permits to assume another person's spatial viewpoint. Data show that spatial perspective taking might arise even spontaneously by the mere presence of another person in the environment. We investigated whether this phenomenon is observable also in blind people. Blind and blindfolded sighted participants explored a tridimensional tactile map and memorized the localization of different landmarks. Then, after the presentation of sounds coming from three landmarks-positioned on the right, on the left, and in front-participants had to indicate the reciprocal position of the two lateral landmarks. Results showed that when the sound coming from the frontal landmark suggested the presence of a speaking (voice) or moving person (footsteps), several blind and sighted people adopted this person's perspective. These findings suggest that auditory stimuli can trigger spontaneous spatial perspective taking in sighted as well as in blind people.

Truth is in the head. A nod and shake compatibility effect

Studies from the embodiment perspective on language processing have shown facilitation or interference effects depending on the compatibility between verbal contents, concrete or abstract, and the motion of various parts of the body. The aim of the present study was to test whether such compatibility effects can be found when a higher cognitive process like truth evaluation is accomplished with head movements. Since nodding is a vertical head gesture typically performed with positive and affirmative responses, and shaking is a horizontal head gesture associated with negative and dissenting contents, faster response times can be expected when true information is evaluated by making a vertical head movement and false information by making a horizontal head movement. Three experiments were designed in order to test this motor compatibility effect. In the first experiment a series of very simple sentences were asked to be evaluated as true or false by dragging them vertically and horizontally with the head. It resulted that truth-value was assessed faster when it was compatible with the direction of the head movement, compared to when it was incompatible. In the second experiment participants were asked to evaluate the same sentences as the first experiment but by moving them with the mouse. In the third experiment, a non-evaluative classification task was given, where sentences concerning animals or objects were to be dragged by vertical and horizontal head movements. In the second and third experiment no compatibility effect was observed. Overall results support the hypothesis of an embodiment effect between the abstract processing of truth evaluation and the direction of the two head movements of nodding and shaking. Cultural aspects, cognitive implications, and the limits of these findings are discussed.

Representation of action semantics in the motor cortex and Broca's area

Previous studies have shown that both reading action words and observing actions engage the motor cortex and Broca's area, but it is still controversial whether a somatotopic representation exists for action verbs within the motor cortex and whether Broca's area encodes action-specific semantics for verbs. Here we examined these two issues using a set of functional MRI experiments, including word reading, action observation and a movement localiser task. Results from multi-voxel pattern analysis (MVPA) showed a somatotopic organisation within the motor areas and action-specific activation in Broca's area for observed actions, suggesting the representation of action semantics for observed actions in these neural regions. For action verbs, however, a lack of finding for the somatotopic activation argues against semantic somatotopy within the motor cortex. Furthermore, activation patterns in Broca's area were not separable between action verbs and unrelated verbs, suggesting that Broca's area does not encode action-specific semantics for verbs.

A test of the symbol interdependency hypothesis with both concrete and abstract stimuli

In Experiment 1, the symbol interdependency hypothesis was tested with both concrete and abstract stimuli. Symbolic (i.e., semantic neighbourhood distance) and embodied (i.e., iconicity) factors were manipulated in two tasks-one that tapped symbolic relations (i.e., semantic relatedness judgment) and another that tapped embodied relations (i.e., iconicity judgment). Results supported the symbol interdependency hypothesis in that the symbolic factor was recruited for the semantic relatedness task and the embodied factor was recruited for the iconicity task. Across tasks, and especially in the iconicity task, abstract stimuli resulted in shorter RTs. This finding was in contrast to the concreteness effect where concrete words result in shorter RTs. Experiment 2 followed up on this finding by replicating the iconicity task from Experiment 1 in an ERP paradigm. Behavioural results continued to show a reverse concreteness effect with shorter RTs for abstract stimuli. However, ERP results paralleled the N400 and anterior N700 concreteness effects found in the literature, with more negative amplitudes for concrete stimuli.

How do German bilingual schoolchildren process German prepositions? - A study on language-motor interactions

While much support is found for embodied language processing in a first language (L1), evidence for embodiment in second language (L2) processing is rather sparse. In a recent study, we found support for L2 embodiment, but also an influence of L1 on L2 processing in adult learners. In the present study, we compared bilingual schoolchildren who speak German as one of their languages with monolingual German schoolchildren. We presented the German prepositions auf (on), über (above), and unter (under) in a Stroop-like task. Upward or downward responses were made depending on the font colour, resulting in compatible and incompatible trials. We found compatibility effects for all children, but in contrast to the adult sample, there were no processing differences between the children depending on the nature of their other language, suggesting that the processing of German prepositions of bilingual children is embodied in a similar way as in monolingual German children.

Sentential negation modulates inhibition in a stop-signal task. Evidence from behavioral and ERP data

Embodiment theories claim that language meaning involves sensory-motor simulation processes in the brain. A challenge for these theories, however, is to explain how abstract words, such as negations, are processed. In this article, we test the hypothesis that understanding sentential negation (e.g., You will not cut the bread) reuses the neural circuitry of response inhibition. Participants read manual action sentences with either affirmative or negative polarity, embedded in a Stop-Signal paradigm, while their EEG was recorded. The results showed that the inhibition-related N1 and P3 components were enhanced by successful inhibition. Most important, the early N1 amplitude was also modulated by sentence polarity, producing the largest values for successful inhibitions in the context of negative sentences, whereas no polarity effect was found for failing inhibition or go trials. The estimated neural sources for N1 effects revealed activations in the right inferior frontal gyrus, a typical inhibition-related area. Also, the estimated stop-signal reaction time was larger in trials with negative sentences. These results provide strong evidence that action-related negative sentences consume neural resources of response inhibition, resulting in less efficient processing in the Stop-Signal task.

Action compatibility in spatial knowledge developed through virtual navigation

Action-compatibility effects (ACEs) arise due to incongruity between perceptuo-motor traces stored in memory and the perceptuo-motor demands of a retrieval task. Recent research has suggested that ACEs arising during spatial memory retrieval are additionally modulated by individual differences in how experienced participants are with a college campus environment. However, the extent and nature of experience with a real-world environment is difficult to assess and control, and characteristics of the retrieval task itself might modulate ACEs during spatial memory retrieval. The present study provides a more controlled and in-depth examination of how individual differences and task-based factors interact to shape ACEs when participants retrieve spatial memories. In two experiments, participants with varied video game experience learned a virtual environment and then used the computer mouse to verify spatial relationships from different perspectives. Mouse trajectories demonstrated ACEs, differing by retrieval perspective and video game experience. Videogame experts demonstrated the ACE based on learned spatial relationships during egocentric retrieval only, whereas videogame novices showed the ACE based on semantic processing of directional terms only. Specifically, gaming experts invoke perspective-specific perceptuo-motor associations to retrieve spatial knowledge, whereas non-experts are influenced by semantically based associations specific to the retrieval task. Results are discussed in the context of action-compatibility effects, the intentional weighting hypothesis, and the flexible encoding and retrieval of spatial information.

Experiential simulations of negated text information

We investigated the question of whether comprehenders mentally simulate a described situation even when this situation is explicitly negated in the sentence. In two experiments, participants read negative sentences such as There was no eagle in the sky, and subsequently responded to pictures of mentioned entities in the context of a recognition task. Participants’ responses following negative sentences were faster when the depicted entity matched rather than mismatched the negated situation. These results suggest that comprehenders simulate the negated situation when processing a negated sentence. The results thereby provide further support for the experiential-simulations view of language comprehension.

Metaphor: Bridging embodiment to abstraction

Embodied cognition accounts posit that concepts are grounded in our sensory and motor systems. An important challenge for these accounts is explaining how abstract concepts, which do not directly call upon sensory or motor information, can be informed by experience. We propose that metaphor is one important vehicle guiding the development and use of abstract concepts. Metaphors allow us to draw on concrete, familiar domains to acquire and reason about abstract concepts. Additionally, repeated metaphoric use drawing on particular aspects of concrete experience can result in the development of new abstract representations. These abstractions, which are derived from embodied experience but lack much of the sensorimotor information associated with it, can then be flexibly applied to understand new situations.

Covert Verb Reading Contributes to Signal Classification of Motor Imagery in BCI

Motor imagery is widely used in the brain-computer interface (BCI) systems that can help people actively control devices to directly communicate with the external world, but its training and performance effect is usually poor for normal people. To improve operators' BCI performances, here we proposed a novel paradigm, which combined the covert verb reading in the traditional motor imagery paradigm. In our proposed paradigm, participants were asked to covertly read the presented verbs during imagining right hand or foot movements referred by those verbs. EEG signals were recorded with both our proposed paradigm and the traditional paradigm. By the common spatial pattern method, we, respectively, decomposed these signals into spatial patterns and extracted their features used in the following classification of support vector machine. Compared with the traditional paradigm, our proposed paradigm could generate clearer spatial patterns following a somatotopic distribution, which led to more distinguishable features and higher classification accuracies than those in the traditional paradigm. These results suggested that semantic processing of verbs can influence the brain activity of motor imagery and enhance the mu event-related desynchronisation. The combination of semantic processing with motor imagery is therefore a promising method for the improvement of operators' BCI performances.

Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis

Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body–object interaction (BOI), with initial findings indicating that such words in turn link to children's FMS—for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children ( n = 90, n = 76, ages = 5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.

Identification of opposites and intermediates by eye and by hand

In this eye-tracking and drawing study, we investigate the perceptual grounding of different types of spatial dimensions such as dense-sparse and top-bottom, focusing both on the participants' experiences of the opposite regions, e.g., O1: dense; O2: sparse, and the region that is experienced as intermediate, e.g., INT: neither dense nor sparse. Six spatial dimensions expected to have three different perceptual structures in terms of the point and range nature of O1, INT and O2 were analysed. Presented with images, the participants were instructed to identify each region (O1, INT, O2), first by looking at the region, and then circumscribing it using the computer mouse. We measured the eye movements, identification times and various characteristics of the drawings such as the relative size of the three regions, overlaps and gaps. Three main results emerged. Firstly, generally speaking, intermediate regions were not different from the poles on any of the indicators: overall identification times, number of fixations, and locations. Some differences emerged with regard to the duration of fixations for point INTs and the number of fixations for range INTs between two range poles (O1, O2). Secondly, the analyses of the fixation locations showed that the poles support the identification of the intermediate region as much as the intermediate region supports the identification of the poles. Finally, the relative size of the three areas selected in the drawing task were consistent with the classification of the regions as points or ranges. The analyses of the gaps and the overlaps between the three areas showed that the intermediate is neither O1 nor O2, but an entity in its own right.

Fluent Speakers of a Second Language Process Graspable Nouns Expressed in L2 Like in Their Native Language

According to embodied cognition, language processing relies on the same neural structures involved when individuals experience the content of language material. If so, processing nouns expressing a motor content presented in a second language should modulate the motor system as if presented in the mother tongue. We tested this hypothesis using a go-no go paradigm. Stimuli included English nouns and pictures depicting either graspable or non-graspable objects. Pseudo-words and scrambled images served as controls. Italian participants, fluent speakers of English as a second language, had to respond when the stimulus was sensitive and refrain from responding when it was not. As foreseen by embodiment, motor responses were selectively modulated by graspable items (images or nouns) as in a previous experiment where nouns in the same category were presented in the native language.

Pupillary Responses to Words That Convey a Sense of Brightness or Darkness

Theories about embodiment of language hold that when you process a word’s meaning, you automatically simulate associated sensory input (e.g., perception of brightness when you process lamp) and prepare associated actions (e.g., finger movements when you process typing). To test this latter prediction, we measured pupillary responses to single words that conveyed a sense of brightness (e.g., day) or darkness (e.g., night) or were neutral (e.g., house). We found that pupils were largest for words conveying darkness, of intermediate size for neutral words, and smallest for words conveying brightness. This pattern was found for both visually presented and spoken words, which suggests that it was due to the words’ meanings, rather than to visual or auditory properties of the stimuli. Our findings suggest that word meaning is sufficient to trigger a pupillary response, even when this response is not imposed by the experimental task, and even when this response is beyond voluntary control.

Effects of motion speed in action representations

Grounded cognition accounts of semantic representation posit that brain regions traditionally linked to perception and action play a role in grounding the semantic content of words and sentences. Sensory-motor systems are thought to support partially abstract simulations through which conceptual content is grounded. However, which details of sensory-motor experience are included in, or excluded from these simulations, is not well understood. We investigated whether sensory-motor brain regions are differentially involved depending on the speed of actions described in a sentence. We addressed this issue by examining the neural signature of relatively fast (The old lady scurried across the road) and slow (The old lady strolled across the road) action sentences. The results showed that sentences that implied fast motion modulated activity within the right posterior superior temporal sulcus and the angular and middle occipital gyri, areas associated with biological motion and action perception. Sentences that implied slow motion resulted in greater signal within the right primary motor cortex and anterior inferior parietal lobule, areas associated with action execution and planning. These results suggest that the speed of described motion influences representational content and modulates the nature of conceptual grounding. Fast motion events are represented more visually whereas motor regions play a greater role in representing conceptual content associated with slow motion.

Die Beziehung zwischen sprachlicher und nicht-sprachlicher Kognition

Zusammenfassung. Die Beziehung zwischen sprachlicher und nicht-sprachlicher Kognition ist wenig verstanden. In der Vergangenheit wurden einige Arbeiten veröffentlicht, deren Ergebnisse in der Regel so interpretiert wurden, dass die sprachliche Kognition kaum oder gar nicht die nicht-sprachliche Kognition beeinflusst. Dies hat unseres Erachtens in der Vergangenheit dazu geführt, dass sprachliche und nicht-sprachliche Kognition eher separat beforscht wurden und zu der Vorstellung beigetragen, dass Sprache ein eigenständiges Modul innerhalb des kognitiven Systems besitzt, das funktional unabhängig von nicht-sprachlichen Prozessen ist. In jüngerer Zeit werden diese beiden Bereiche der Kognition im Rahmen des Grounded-Cognition-Ansatzes zusammengeführt, wobei allerdings linguistische Gesichtspunkte unberücksichtigt bleiben (z. B. die kompositionale Struktur sprachlicher Bedeutung). Daher sind die theoretischen Grenzen dieses Ansatzes als umfassendes Modell des menschlichen Sprachverstehens schon jetzt erkennbar. Nicht ganz unabhängig davon, erlebt die Forschung über das Verhältnis von Sprache und Denken in den letzten Jahren eine Wiederbelebung, die im Gegensatz zum Grounded-Cognition-Ansatz eher für die Vorstellung einer funktionalen Trennung von sprachlicher und nicht-sprachlicher Kognition spricht. Wir vertreten hier die These, dass das Verhältnis von sprachlicher und nicht-sprachlicher Kognition stark davon abhängt, welche Repräsentationsformen die beiden Bereiche involvieren. Wir diskutieren dabei zwei Sichtweisen (eine Zwei-Format-Sichtweise und eine Ein-Format-Sichtweise) und analysieren deren Implikationen für das theoretische Verständnis über den Zusammenhang von und sprachlicher und nicht-sprachlicher Kognition. Wir verdeutlichen diese Konzepte anhand aktueller Forschungsergebnisse. Unserer Meinung nach generiert die Ein–Format-Hypothese derzeit mehr Fragen als sie beantwortet. Im Gegensatz dazu erscheint uns die Zwei-Format-Hypothese als Forschungsansatz für die Kognitionspsychologie vielversprechender.

Processing graspable object images and their nouns is impaired in Parkinson's disease patients

According to embodiment, the recruitment of the motor system is necessary to process language material expressing a motor content. Coherently, an impairment of the motor system should affect the capacity to process language items with a motor content. The aim of the present study was to assess the capacity to process graspable objects and their nouns in Parkinson's disease (PD) patients and healthy controls. Participants saw photos and nouns depicting graspable and non-graspable objects. Scrambled images and pseudo-words served as control stimuli. At 150 msec after stimulus presentation, they had to respond when the stimulus referred to a real object, and refrain from responding when it was meaningless (go-no go paradigm). In the control group, participants gave slower motor responses for stimuli (both photos and nouns) related to graspable objects as compared to non-graspable ones. This in keeping with data obtained in a previous study with young healthy participants. In the PD group, motor responses were similar for both graspable and non-graspable items. Moreover, error number was significantly greater than in controls. These findings support the notion that when the motor circuits are lesioned, like in PD, patients do not show the typical modulation of motor responses and have troubles in processing graspable objects and their nouns.

Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content

We report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC), an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively) to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more abstract situations. For example, students were taught to use gestures to understand the opposing sides of an argument, and to understand the internal conflicts that arise as individuals are faced with moral dilemmas. The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.

Reading sentences describing high- or low-pitched auditory events: only pianists show evidence for a horizontal space-pitch association

This study explored differences between pianists and non-musicians during reading of sentences describing high- or low-pitched auditory events. Based on the embodied model of language comprehension, it was hypothesized that the experience of playing the piano encourages a corresponding association between high-pitched sounds and the right and low-pitched sounds and the left. This pitch-space association is assumed to become elicited during understanding of sentences describing either a high- or low-pitched auditory event. In this study, pianists and non-musicians were tested based on the hypothesis that only pianists show a compatibility effect between implied pitch height and horizontal space, because only pianists have the corresponding experience with the piano keyboard. Participants read pitch-related sentences (e.g., the bear growls deeply, the soprano singer sings an aria) and judged whether the sentence was sensible or not by pressing either a left or right response key. The results indicated that only the pianists showed the predicted compatibility effect between implied pitch height and response location. Based on the results, it can be inferred that the experience of playing the piano led to an association between horizontal space and pitch height in pianists, while no such spatial association was elicited in non-musicians.

Is there any Influence of Variations in Context on Object-Affordance Effects in Schizophrenia? Perception of Property and Goals of Action

The simple perception of an object can potentiate an associated action. This affordance effect depends heavily on the action context in which the object is presented. In recent years, psychologists, psychiatrists, and phenomenologists have agreed that subjects with schizophrenia may not perceive the affordances of people or objects that could lead to a loss of ease in their actions. We examined whether the addition of contextually congruent elements, during the perception of everyday objects, could promote the emergence of object-affordance effects in subjects with schizophrenia and controls. Participants performed two Stimulus–Response-Compatibility tasks in which they were presented with semantic primes related to sense of property (Experiment 1) or goal of action (Experiment 2) prior to viewing each graspable object. Controls responded faster when their response hand and the graspable part of the object were compatibly oriented, but only when the context was congruent with the individual’s needs and goals. When the context operated as a constraint, the affordance-effect was disrupted. These results support the understanding that object-affordance is flexible and not just intrinsic to an object. However, the absence of this object-affordance effect in subjects with schizophrenia suggests the possible impairment of their ability to experience the internal simulation of motor action potentialities. In such case, all activities of daily life would require the involvement of higher cognitive processes rather than lower level sensorimotor processes. The study of schizophrenia requires the consideration of concepts and methods that arise from the theories of embodied and situated cognition.

The Reactivation of Motion influences Size Categorization in a Visuo-Haptic Illusion

People simulate themselves moving when they view a picture, read a sentence, or simulate a situation that involves motion. The simulation of motion has often been studied in conceptual tasks such as language comprehension. However, most of these studies investigated the direct influence of motion simulation on tasks inducing motion. This article investigates whether a mo- tion induced by the reactivation of a dynamic picture can influence a task that did not require motion processing. In a first phase, a dynamic picture and a static picture were systematically presented with a vibrotactile stimulus (high or low frequency). The second phase of the experiment used a priming paradigm in which a vibrotactile stimulus was presented alone and followed by pictures of objects. Participants had to categorize objects as large or small relative to their typical size (simulated size). Results showed that when the target object was preceded by the vibrotactile stimulus previously associated with the dynamic picture, participants perceived all the objects as larger and categorized them more quickly when the objects were typically "large" and more slowly when the objects were typically "small." In light of embodied cognition theories, this bias in participants' perception is assumed to be caused by an induced forward motion. generated by the reactivated dynamic picture, which affects simulation of the size of the objects.

The language used in describing autobiographical memories prompted by life period visually presented verbal cues, event-specific visually presented verbal cues and short musical clips of popular music

Here, we examined linguistic differences in the reports of memories produced by three cueing methods. Two groups of young adults were cued visually either by words representing events or popular cultural phenomena that took place when they were 5, 10, or 16 years of age, or by words referencing a general lifetime period word cue directing them to that period in their life. A third group heard 30-second long musical clips of songs popular during the same three time periods. In each condition, participants typed a specific event memory evoked by the cue and these typed memories were subjected to analysis by the Linguistic Inquiry and Word Count (LIWC) program. Differences in the reports produced indicated that listening to music evoked memories embodied in motor-perceptual systems more so than memories evoked by our word-cueing conditions. Additionally, relative to music cues, lifetime period word cues produced memories with reliably more uses of personal pronouns, past tense terms, and negative emotions. The findings provide evidence for the embodiment of autobiographical memories, and how those differ when the cues emphasise different aspects of the encoded events.

Comprehending Sentences With the Body: Action Compatibility in British Sign Language?

Previous studies show that reading sentences about actions leads to specific motor activity associated with actually performing those actions. We investigate how sign language input may modulate motor activation, using British Sign Language (BSL) sentences, some of which explicitly encode direction of motion, versus written English, where motion is only implied. We find no evidence of action simulation in BSL comprehension (Experiments 1-3), but we find effects of action simulation in comprehension of written English sentences by deaf native BSL signers (Experiment 4). These results provide constraints on the nature of mental simulations involved in comprehending action sentences referring to transfer events, suggesting that the richer contextual information provided by BSL sentences versus written or spoken English may reduce the need for action simulation in comprehension, at least when the event described does not map completely onto the signer's own body.

The poverty of embodied cognition

In recent years, there has been rapidly growing interest in embodied cognition, a multifaceted theoretical proposition that (1) cognitive processes are influenced by the body, (2) cognition exists in the service of action, (3) cognition is situated in the environment, and (4) cognition may occur without internal representations. Many proponents view embodied cognition as the next great paradigm shift for cognitive science. In this article, we critically examine the core ideas from embodied cognition, taking a "thought exercise" approach. We first note that the basic principles from embodiment theory are either unacceptably vague (e.g., the premise that perception is influenced by the body) or they offer nothing new (e.g., cognition evolved to optimize survival, emotions affect cognition, perception-action couplings are important). We next suggest that, for the vast majority of classic findings in cognitive science, embodied cognition offers no scientifically valuable insight. In most cases, the theory has no logical connections to the phenomena, other than some trivially true ideas. Beyond classic laboratory findings, embodiment theory is also unable to adequately address the basic experiences of cognitive life.

GRAPES-Grounding representations in action, perception, and emotion systems: How object properties and categories are represented in the human brain

In this article, I discuss some of the latest functional neuroimaging findings on the organization of object concepts in the human brain. I argue that these data provide strong support for viewing concepts as the products of highly interactive neural circuits grounded in the action, perception, and emotion systems. The nodes of these circuits are defined by regions representing specific object properties (e.g., form, color, and motion) and thus are property-specific, rather than strictly modality-specific. How these circuits are modified by external and internal environmental demands, the distinction between representational content and format, and the grounding of abstract social concepts are also discussed.

Just out of reach: On the reliability of the action-sentence compatibility effect

The action-sentence compatibility effect (ACE; Glenberg & Kaschak, 2002), a hallmark finding in Embodied Cognition, implicates the motor system in language comprehension. In the ACE, people process sentences implying movement toward or away from themselves, responding with actions toward or away from their bodies. These processes interact, implying a linkage between linguistic and motor systems. From a theoretical perspective, the ACE has been extremely influential, being widely cited evidence in favor of embodied cognition. The present study began as an attempt to extend the ACE in a new direction, but eventually became a series of attempts to simply replicate the effect. Across 8 experiments, I tested whether the ACE extends to a novel mouse-tracking method and/or is susceptible to higher-order cognitive influences. In 3 experiments, attempts were made to "disembody" the ACE by presenting participants' names on the computer screen (as in Markman & Brendl, 2005). In each experiment, the ACE could not be disembodied, because the ACE did not occur. In further experiments, the ACE was not observed in reading times, regardless of response mode (mouse movements vs. button-presses) or stimuli, including those from the original research. Similarly, no ACE was observed in physical movement times. Bayes Factor analyses of the current experiments, and the previous ACE literature, suggest that the evidence for the ACE is generally weak: Many studies considered as positive evidence actually support the null hypothesis, and very few published results offer strong evidence for the ACE. Implications for the embodiment hypothesis are discussed.