The challenge of abstract concepts

Assessing abstract thought and its relation to language with a new nonverbal paradigm: Evidence from aphasia

In recent years, language has been shown to play a number of important cognitive roles over and above the communication of thoughts. One hypothesis gaining support is that language facilitates thought about abstract categories, such as democracy or prediction. To test this proposal, a novel set of semantic memory task trials, designed for assessing abstract thought non-linguistically, were normed for levels of abstractness. The trials were rated as more or less abstract to the degree that answering them required the participant to abstract away from both perceptual features and common setting associations corresponding to the target image. The normed materials were then used with a population of people with aphasia to assess the relationship of abstract thought to language. While the language-impaired group with aphasia showed lower overall accuracy and longer response times than controls in general, of special note is that their response times were significantly longer as a function of a trial's degree of abstractness. Further, the aphasia group's response times in reporting their degree of confidence (a separate, metacognitive measure) were negatively correlated with their language production abilities, with lower language scores predicting longer metacognitive response times. These results provide some support for the hypothesis that language is an important aid to abstract thought and to metacognition about abstract thought.

Building semantic memory from embodied and distributional language experience

Humans seamlessly make sense of a rapidly changing environment, using a seemingly limitless knowledgebase to recognize and adapt to most situations we encounter. This knowledgebase is called semantic memory. Embodied cognition theories suggest that we represent this knowledge through simulation: understanding the meaning of coffee entails reinstantiating the neural states involved in touching, smelling, seeing, and drinking coffee. Distributional semantic theories suggest that we are sensitive to statistical regularities in natural language, and that a cognitive mechanism picks up on these regularities and transforms them into usable semantic representations reflecting the contextual usage of language. These appear to present contrasting views on semantic memory, but do they? Recent years have seen a push toward combining these approaches under a common framework. These hybrid approaches augment our understanding of semantic memory in important ways, but current versions remain unsatisfactory in part because they treat sensory-perceptual and distributional-linguistic data as interacting but distinct types of data that must be combined. We synthesize several approaches which, taken together, suggest that linguistic and embodied experience should instead be considered as inseparably entangled: just as sensory and perceptual systems are reactivated to understand meaning, so are experience-based representations endemic to linguistic processing; further, sensory-perceptual experience is susceptible to the same distributional principles as language experience. This conclusion produces a characterization of semantic memory that accounts for the interdependencies between linguistic and embodied data that arise across multiple timescales, giving rise to concept representations that reflect our shared and unique experiences. This article is categorized under: Psychology > Language Neuroscience > Cognition Linguistics > Language in Mind and Brain.

A Systematic Review of Normative Studies Using Images of Common Objects

Common objects comprise living and non-living things people interact with in their daily-lives. Images depicting common objects are extensively used in different fields of research and intervention, such as linguistics, psychology, and education. Nevertheless, their adequate use requires the consideration of several factors (e.g., item-differences, cultural-context and confounding correlated variables), and careful validation procedures. The current study presents a systematic review of the available published norms for images of common objects. A systematic search using PRISMA guidelines indicated that despite their extensive use, the production of norms for such stimuli with adult populations is quite limited (N = 55), particularly for more ecological images, such as photos (N = 14). Among the several dimensions in which the items were assessed, the most commonly referred in our sample were familiarity, visual complexity and name agreement, illustrating some consistency across the reported dimensions while also indicating the limited examination of other potentially relevant dimensions for image processing. The lack of normative studies simultaneously examining affective, perceptive and semantic dimensions was also documented. The number of such normative studies has been increasing in the last years and published in relevant peer-reviewed journals. Moreover, their datasets and norms have been complying with current open science practices. Nevertheless, they are still scarcely cited and replicated in different linguistic and cultural contexts. The current study brings important theoretical contributions by characterizing images of common objects stimuli and their culturally-based norms while highlighting several important features that are likely to be relevant for future stimuli selection and evaluative procedures. The systematic scrutiny of these normative studies is likely to stimulate the production of new, robust and contextually-relevant normative datasets and to provide tools for enhancing the quality of future research and intervention.

Neuro-Clinical Signatures of Language Impairments: A Theoretical Framework for Function-to-structure Mapping in Clinics

In the past decades, neuroscientists and clinicians have collected a considerable amount of data and drastically increased our knowledge about the mapping of language in the brain. The emerging picture from the accumulated knowledge is that there are complex and combinatorial relationships between language functions and anatomical brain regions. Understanding the underlying principles of this complex mapping is of paramount importance for the identification of the brain signature of language and Neuro-Clinical signatures that explain language impairments and predict language recovery after stroke. We review recent attempts to addresses this question of language-brain mapping. We introduce the different concepts of mapping (from diffeomorphic one-to-one mapping to many-to-many mapping). We build those different forms of mapping to derive a theoretical framework where the current principles of brain architectures including redundancy, degeneracy, pluri-potentiality and bow-tie network are described.

Towards Strong Inference in Research on Embodiment - Possibilities and Limitations of Causal Paradigms

A central question in the cognitive sciences is which role embodiment plays for high-level cognitive functions, such as conceptual processing. Here, we propose that one reason why progress regarding this question has been slow is a lacking focus on what Platt (1964) called “strong inference”. Strong inference is possible when results from an experimental paradigm are not merely consistent with a hypothesis, but they provide decisive evidence for one particular hypothesis compared to competing hypotheses. We discuss how causal paradigms, which test the functional relevance of sensory-motor processes for high-level cognitive functions, can move the field forward. In particular, we explore how congenital sensory-motor disorders, acquired sensory-motor deficits, and interference paradigms with healthy participants can be utilized as an opportunity to better understand the role of sensory experience in conceptual processing. Whereas all three approaches can bring about valuable insights, we highlight that the study of congenitally and acquired sensorimotor disorders is particularly effective in the case of conceptual domains with strong unimodal basis (e.g., colors), whereas interference paradigms with healthy participants have a broader application, avoid many of the practical and interpretational limitations of patient studies, and allow a systematic and step-wise progressive inference approach to causal mechanisms.

The Role of Affective Sensemaking in the Constitution of Experience. The Affective Pertinentization Model (APER)

The paper outlines a model of the basic cognitive process of the constitution of experience - the Affective Pertinentization Model (APER). The constitution of experience is intended as the basic cognitive process underpinning the meaning-maker's experience of mental representations as self-contained, stable, substantive entities standing for something in the external reality. Framed within the general family of theories highlighting the embodiment of cognition, the APER model claims that affects are the basic mechanism at the basis of the constitution of human experience. The first part of the paper outlines the APER model; the second part reviews some preliminary evidence supporting it.

Inferior parietal lobule is sensitive to different semantic similarity relations for concrete and abstract words

Similarity measures, the extent to which two concepts have similar meanings, are the key to understand how concepts are represented, with different theoretical perspectives relying on very different sources of data from which similarity can be calculated. While there is some commonality in similarity measures, the extent of their correlation is limited. Previous studies also suggested that the relative performance of different similarity measures may also vary depending on concept concreteness and that the inferior parietal lobule (IPL) may be involved in the integration of conceptual features in a multimodal system for the semantic categorization. Here, we tested for the first time whether theory-based similarity measures predict the pattern of brain activity in the IPL differently for abstract and concrete concepts. English speakers performed a semantic decision task, while we recorded their brain activity in IPL through fNIRS. Using representational similarity analysis, results indicated that the neural representational similarity in IPL conformed to the lexical co-occurrence among concrete concepts (regardless of the hemisphere) and to the affective similarity among abstract concepts in the left hemisphere only, implying that semantic representations of abstract and concrete concepts are characterized along different organizational principles in the IPL. We observed null results for the decoding accuracy. Our study suggests that the use of the representational similarity analysis as a complementary analysis to the decoding accuracy is a promising tool to reveal similarity patterns between theoretical models and brain activity recorded through fNIRS.

A computational model of language functions in flexible goal-directed behaviour

The function of language in high-order goal-directed human cognition is an important topic at the centre of current debates. Experimental evidence shows that inner speech, representing a self-directed form of language, empowers cognitive processes such as working memory, perception, categorization, and executive functions. Here we study the relations between inner speech and processes like feedback processing and cognitive flexibility. To this aim we propose a computational model that controls an artificial agent who uses inner speech to internally manipulate its representations. The agent is able to reproduce human behavioural data collected during the solution of the Wisconsin Card Sorting test, a neuropsychological test measuring cognitive flexibility, both in the basic condition and when a verbal shadowing protocol is used. The components of the model were systematically lesioned to clarify the specific impact of inner speech on the agent’s behaviour. The results indicate that inner speech improves the efficiency of internal representation manipulation. Specifically, it makes the representations linked to specific visual features more disentangled, thus improving the agent’s capacity to engage/disengage attention on stimulus features after positive/negative action outcomes. Overall, the model shows how inner speech could improve goal-directed internal manipulation of representations and enhance behavioural flexibility.

Effects of Emotional Valence and Concreteness on Children's Recognition Memory

There are considerable gaps in our knowledge of how children develop abstract language. In this paper, we tested the Affective Embodiment Account, which proposes that emotional information is more essential for abstract than concrete conceptual development. We tested the recognition memory of 7- and 8-year-old children, as well as a group of adults, for abstract and concrete words which differed categorically in valence (negative, neutral, and positive). Word valence significantly interacted with concreteness in hit rates of both children and adults, such that effects of valence were only found in memory for abstract words. The pattern of valence effects differed for children and adults: children remembered negative words more accurately than neutral and positive words (a negativity effect), whereas adults remembered negative and positive words more accurately than neutral words (a negativity effect and a positivity effect). In addition, signal detection analysis revealed that children were better able to discriminate negative than positive words, regardless of concreteness. The findings suggest that the memory accuracy of 7- and 8-year-old children is influenced by emotional information, particularly for abstract words. The results are in agreement with the Affective Embodiment Account and with multimodal accounts of children's lexical development.

Heterogeneity in abstract verbs: An ERP study

It has been well documented that different types of nouns and action verbs are associated with behavioral and neural differences. In contrast, abstract verbs (e.g., think, dissolve) are often treated as a homogeneous category. We compared event-related potentials recorded during a syntactic classification task of four verb types; 1) abstract mental, 2) abstract emotional, 3) abstract nonbodily, and 4) concrete. Abstract nonbodily state verbs showed a sustained negativity at frontocentral electrodes and sustained positivity at parietal and occipital electrodes beginning 400 ms post-stimulus onset relative to abstract mental state and concrete verbs. Discrete source localization revealed a right inferior parietal source for all verbs and a distributed source estimation localized sources that distinguished between abstract mental state and abstract nonbodily state verbs to bilateral parietal cortex, left temporal cortex and right ventromedial prefrontal cortex. These findings suggest that different types of abstract verbs are associated with representational differences.

Metaphor and the Philosophical Implications of Embodied Mathematics

Embodied approaches to cognition see abstract thought and language as grounded in interactions between mind, body, and world. A particularly important challenge for embodied approaches to cognition is mathematics, perhaps the most abstract domain of human knowledge. Conceptual metaphor theory, a branch of cognitive linguistics, describes how abstract mathematical concepts are grounded in concrete physical representations. In this paper, we consider the implications of this research for the metaphysics and epistemology of mathematics. In the case of metaphysics, we argue that embodied mathematics is neutral in the sense of being compatible with all existing accounts of what mathematical entities really are. However, embodied mathematics may be able to revive an older position known as psychologism and overcome the difficulties it faces. In the case of epistemology, we argue that the evidence collected in the embodied mathematics literature is inconclusive: It does not show that abstract mathematical thinking is constituted by metaphor; it may simply show that abstract thinking is facilitated by metaphor. Our arguments suggest that closer interaction between the philosophy and cognitive science of mathematics could yield a more precise, empirically informed account of what mathematics is and how we come to have knowledge of it.

Images of the unseen: extrapolating visual representations for abstract and concrete words in a data-driven computational model

Theories of grounded cognition assume that conceptual representations are grounded in sensorimotor experience. However, abstract concepts such as jealousy or childhood have no directly associated referents with which such sensorimotor experience can be made; therefore, the grounding of abstract concepts has long been a topic of debate. Here, we propose (a) that systematic relations exist between semantic representations learned from language on the one hand and perceptual experience on the other hand, (b) that these relations can be learned in a bottom-up fashion, and (c) that it is possible to extrapolate from this learning experience to predict expected perceptual representations for words even where direct experience is missing. To test this, we implement a data-driven computational model that is trained to map language-based representations (obtained from text corpora, representing language experience) onto vision-based representations (obtained from an image database, representing perceptual experience), and apply its mapping function onto language-based representations for abstract and concrete words outside the training set. In three experiments, we present participants with these words, accompanied by two images: the image predicted by the model and a random control image. Results show that participants' judgements were in line with model predictions even for the most abstract words. This preference was stronger for more concrete items and decreased for the more abstract ones. Taken together, our findings have substantial implications in support of the grounding of abstract words, suggesting that we can tap into our previous experience to create possible visual representation we don't have.

A Future of Words: Language and the Challenge of Abstract Concepts

The paper outlines one of the most important challenges that embodied and grounded theories need to face, i.e., that to explain how abstract concepts (abstractness) are acquired, represented, and used. I illustrate the view according to which abstract concepts are grounded not only in sensorimotor experiences, like concrete concepts, but also and to a greater extent in linguistic, social, and inner experiences. Specifically, I discuss the role played by metacognition, inner speech, social metacognition, and interoception. I also present evidence showing that the weight of linguistic, social, and inner experiences varies depending on the considered sub-kind of abstract concepts (e.g., mental states and spiritual concepts, numbers, emotions, social concepts). I argue that the challenge to explain abstract concepts representation implies the recognition of: a. the role of language, intended as inner and social tool, in shaping our mind; b. the importance of differences across languages; c. the existence of different kinds of abstract concepts; d. the necessity to adopt new paradigms, able to capture the use of abstract concepts in context and interactive situations. This challenge should be addressed with an integrated approach that bridges developmental, anthropological, and neuroscientific studies. This approach extends embodied and grounded views incorporating insights from distributional statistics views of meaning, from pragmatics and semiotics.

Semantic similarity and associated abstractness norms for 630 French word pairs

The representation of abstract concepts remains a challenge, justifying the need for further experimental investigation. To that end, we introduce a normative database for 630 semantically similar French word pairs and associated levels of abstractness for 1260 isolated words based on data from 900 subjects. The semantic similarity and abstractness norms were obtained in two studies using 7-point scales. The database is organised according to word-pair semantic similarity, abstractness, and associated lexical variables such as word length (in number of letters), word frequency, and other lexical variables to allow for matching of experimental material. The associated variables were obtained by cross-referencing our database with other known psycholinguistic databases including Lexique (New et al., 2004), the French Lexicon Project (Ferrand et al., 2010), Wordlex (Gimenes & New, 2016), and MEGALEX (Ferrand et al., 2018). We introduced sufficient diversity to allow researchers to select pairs with varying levels of semantic similarity and abstractness. In addition, it is possible to use these data as continuous or discrete variables. The full data are available in the supplementary materials as well as on OSF ( https://osf.io/qsd4v/ ).

Challenges and Opportunities for Grounding Cognition

According to the grounded perspective, cognition emerges from the interaction of classic cognitive processes with the modalities, the body, and the environment. Rather than being an autonomous impenetrable module, cognition incorporates these other domains intrinsically into its operation. The Situated Action Cycle offers one way of understanding how the modalities, the body, and the environment become integrated to ground cognition. Seven challenges and opportunities are raised for this perspective: (1) How does cognition emerge from the Situated Action Cycle and in turn support it? (2) How can we move beyond simply equating embodiment with action, additionally establishing how embodiment arises in the autonomic, neuroendocrine, immune, cardiovascular, respiratory, digestive, and integumentary systems? (3) How can we better understand the mechanisms underlying multimodal simulation, its functions across the Situated Action Cycle, and its integration with other representational systems? (4) How can we develop and assess theoretical accounts of symbolic processing from the grounded perspective (perhaps using the construct of simulators)? (5) How can we move beyond the simplistic distinction between concrete and abstract concepts, instead addressing how concepts about the external and internal worlds pattern to support the Situated Action Cycle? (6) How do individual differences emerge from different populations of situational memories as the Situated Action Cycle manifests itself differently across individuals? (7) How can constructs from grounded cognition provide insight into the replication and generalization crises, perhaps from a quantum perspective on mechanisms (as exemplified by simulators).

Inner speech

Inner speech travels under many aliases: the inner voice, verbal thought, thinking in words, internal verbalization, "talking in your head," the "little voice in the head," and so on. It is both a familiar element of first-person experience and a psychological phenomenon whose complex cognitive components and distributed neural bases are increasingly well understood. There is evidence that inner speech plays a variety of cognitive roles, from enabling abstract thought, to supporting metacognition, memory, and executive function. One active area of controversy concerns the relation of inner speech to auditory verbal hallucinations (AVHs) in schizophrenia, with a common proposal being that sufferers of AVH misidentify their own inner speech as being generated by someone else. Recently, researchers have used artificial intelligence to translate the neural and neuromuscular signatures of inner speech into corresponding outer speech signals, laying the groundwork for a variety of new applications and interventions. This article is categorized under: Philosophy > Foundations of Cognitive Science Linguistics > Language in Mind and Brain Philosophy > Consciousness Philosophy > Psychological Capacities.

Overusing the pacifier during infancy sets a footprint on abstract words processing

Perturbations to the speech articulators induced by frequently using an interfering object during infancy (i.e., pacifier) might shape children's language experience and the building of conceptual representations. Seventy-one typically developing third graders performed a semantic categorization task with abstract, concrete and emotional words. Children who used the pacifier for a more extended period were slower than the others. Moreover, overusing the pacifier increased response time of abstract words, whereas emotional and (above all) concrete words were less affected. Results support the view that abstract words are grounded both in perception-action and in linguistic experience.

Redundancy, isomorphism, and propagative mechanisms between emotional and amodal representations of words: A computational study

Some proposals claim that language acts as a link to propagate emotional and other modal information. Thus, there is an eminently amodal path of emotional propagation in the mental lexicon. Following these proposals, we present a computational model that emulates a linking mechanism (mapping function) between emotional and amodal representations of words using vector space models, emotional feature-based models, and neural networks. We analyzed three central concepts within the embodiment debate (redundancy, isomorphism, and propagative mechanisms) comparing two alternative hypotheses: semantic neighborhood hypothesis versus specific dimensionality hypothesis. Univariate and multivariate neural networks were trained for dimensional (N = 11,357) and discrete emotions (N = 2,266), and later we analyzed its predictions in a test set (N = 4,167 and N = 875, respectively). We showed how this computational model could propagate emotional responses to words without a direct emotional experience via amodal propagation, but no direct relations were found between emotional rates and amodal distances. Thereby, we found that there were clear redundancy and propagative mechanisms, but no isomorphism should be assumed. Results suggested that it was necessary to establish complex links to go beyond amodal distances of vector spaces. In this way, although the emotional rates of semantic neighborhoods could predict the emotional rates of target words, the mapping function of specific amodal features seemed to simulate emotional responses better. Thus, both hypotheses would not be mutually exclusive. We also showed that discrete emotions could have simpler relations between modal and amodal representations than dimensional emotions. All these results and their theoretical implications are discussed.

Heterogenous abstract concepts: is "ponder" different from "dissolve"?

words have usually been treated as a homogenous group, with limited investigation of the influence of different underlying representational systems for these words. In the present study we examined lexical-semantic processing of abstract verbs, separating them into mental state, emotional state and nonembodied state types. We used a syntactic classification task and a memory task to investigate behavioural differences amongst the abstract verb types. Semantic richness effects of each of the verbs' associates were then investigated to determine the relationship of linguistic associations to semantic processing response times for abstract verbs. We found a modest effect of abstract verb type, with mental state abstract verbs processed more quickly than nonembodied abstract verbs in the syntactic classification task; however, this effect was task dependent. We also found that memory was less accurate for the mental state abstract verbs. The semantic richness analysis of abstract verb associates revealed (1) that the concreteness of an abstract verb's associates has a positive relationship to the verb's response time and (2) a negative relationship between response time and age of acquisition for associates of nonembodied verbs. The results provide support for the proposal that abstract concepts engage complex representations in modal and linguistic systems.

Charting the development of emotion comprehension and abstraction from childhood to adulthood using observer-rated and linguistic measures

This study examined two facets of emotion development: emotion word comprehension (knowing the meaning of emotion words such as "anger" or "excitement") and emotion concept abstraction (representing emotions in terms of internal psychological states that generalize across situations). Using a novel emotion vocabulary assessment, we captured how a cross-sectional sample of participants aged 4-25 (N = 196) defined 24 emotions. Smoothing spline regression models suggested that emotion comprehension followed an emergent shape: Knowledge of emotion words increased across childhood and plateaued around age 11. Human coders rated the abstractness of participants' responses, and these ratings also followed an emergent shape but plateaued significantly later than comprehension, around age 18. An automated linguistic analysis of abstractness supported coders' perceptions of increased abstractness across age. Finally, coders assessed the definitional strategies participants used to describe emotions. Young children tended to describe emotions using concrete strategies such as providing example situations that evoked those emotions or by referring to physiological markers of emotional experiences. Whereas use of these concrete strategies decreased with age, the tendency to use more abstract strategies such as providing general definitions that delineated the causes and characteristics of emotions or by providing synonyms of emotion words increased with age. Overall, this work (a) provides a tool for assessing definitions of emotion terms, (b) demonstrates that emotion concept abstraction increases across age, and (c) suggests that adolescence is a period in which emotion words are comprehended but their level of abstraction continues to mature. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Steps Towards a Unified Theory of Psychopathology: The Phase Space of Meaning Model

The hypothesis of a general psychopathology factor (p factor) has been advanced in recent years. It is an innovation with breakthrough potential, in the perspective of a unified view of psychopathology; however, what remains a controversial topic is how its nature might be conceptualized. The current paper outlines a semiotic, embodied and psychoanalytic conceptualization of psychopathology - the Phase Space of Meaning (PSM) model - aimed at providing ontological grounds to the p factor hypothesis. Framed within a more general model of how the mind works, the PSM model maintains that the p factor can be conceived as the empirical marker of the degree of rigidity of the meaning-maker's way of interpreting experience, namely of the dimensions of meanings used to map the environment's variability. As to the clinical implications, two main aspects are outlined. First, according PSM model, psychopathology is not an invariant condition, and does not have a set dimensionality, but is able to vary it locally, in order to address the requirement of situated action. Second, psychopathology is conceived as one of the mind's modes of working, rather than the manifestation of its disruption. Finally, the puzzling issue of the interplay between stability and variability in the evolutionary trajectories of patients along with their life events is addressed and discussed.

Time course of brain activity during the processing of motor- and vision-related abstract concepts: flexibility and task dependency

Grounded cognition theories assume that conceptual processing depends on modality-specific brain systems in a context-dependent fashion. Although the relation of abstract concepts to modality-specific systems is less obvious than for concrete concepts, recent behavioral and neuroimaging studies indicated a foundation of abstract concepts in vision and action. However, due to their poor temporal resolution, neuroimaging studies cannot determine whether sensorimotor activity reflects rapid access to conceptual information or later conceptual processes. The present study therefore assessed the time course of abstract concept processing using event-related potentials (ERPs) and compared ERP responses to abstract concepts with a strong relation to vision or action. We tested whether possible ERP effects to abstract word categories would emerge in early or in later time windows and whether these effects would depend on the depth of the conceptual task. In Experiment 1, a shallow lexical decision task, early feature-specific effects starting at 178 ms were revealed, but later effects beyond 300 ms were also observed. In Experiment 2, a deep conceptual decision task, feature-specific effects with an onset of 22 ms were obtained, but effects again extended beyond 300 ms. In congruency with earlier neuroimaging work, the present feature-specific ERP effects suggest a grounding of abstract concepts in modal brain systems. The presence of early and late feature-specific effects indicates that sensorimotor activity observed in neuroimaging experiments may reflect both rapid conceptual and later post-conceptual processing. Results furthermore suggest that a deep conceptual task accelerates access to conceptual sensorimotor features, thereby demonstrating conceptual flexibility.

Touch me if you can: The intangible but grounded nature of abstract concepts

Thinking about what the senses cannot grasp is one of the hallmarks of human cognition. We argue that "intangible abstracta" are represented differently from other products of abstraction, that goal-derived categorization supports their learning, and that they are grounded also in internalized linguistic and social interaction. We conclude by suggesting different ways in which abstractness contributes to cement group cohesion.

Inter-participant consistency of language-processing networks during abstract thoughts

Human brain imaging typically employs structured and controlled tasks to avoid variable and inconsistent activation patterns. Here we expand this assumption by showing that an extremely open-ended, high-level cognitive task of thinking about an abstract content, loosely defined as "abstract thinking" - leads to highly consistent activation maps. Specifically, we show that activation maps generated during such cognitive process were precisely located relative to borders of well-known networks such as internal speech, visual and motor imagery. The activation patterns allowed decoding the thought condition at >95%. Surprisingly, the activated networks remained the same regardless of changes in thought content. Finally, we found remarkably consistent activation maps across individuals engaged in abstract thinking. This activation bordered, but strictly avoided visual and motor networks. On the other hand, it overlapped with left lateralized language networks. Activation of the default mode network (DMN) during abstract thought was similar to DMN activation during rest. These observations were supported by a quantitative neuronal distance metric analysis. Our results reveal that despite its high level, and varied content nature - abstract thinking activates surprisingly precise and consistent networks in participants' brains.

Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children

The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults’ learning of foreign language (L2) vocabulary. However, the relative benefits of gestures and pictures on children’s L2 vocabulary learning have not been formally evaluated. In three experiments, we investigated the effects of gesture-based and picture-based learning on 8-year-old primary school children’s acquisition of novel L2 vocabulary. In each experiment, German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, English vocabulary. In Experiments 1 and 2, gesture enrichment (auditorily presented L2 words accompanied with self-performed gestures) was compared with a non-enriched baseline condition. In Experiment 3, gesture enrichment was compared with picture enrichment (auditorily presented words accompanied with pictures). Children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both gesture and picture enrichment enhanced children’s test performance compared with non-enriched learning. Benefits of gesture and picture enrichment persisted up to 6 months after training and occurred for both concrete and abstract words. Gesture-enriched learning was hypothesized to boost learning outcomes more than picture-enriched learning on the basis of previous findings in adults. Unexpectedly, however, we observed similar benefits of gesture and picture enrichment on children’s L2 learning. These findings suggest that both gestures and pictures enhance children’s L2 learning and that performance benefits are robust over long timescales.

Overlapping connectivity patterns during semantic processing of abstract and concrete words revealed with multivariate Granger Causality analysis

. Abstract, unlike concrete, nouns refer to notions beyond our perception. Even though there is no consensus among linguists as to what exactly constitutes a concrete or abstract word, neuroscientists found clear evidence of a "concreteness" effect. This can, for instance, be seen in patients with language impairments due to brain injury or developmental disorder who are capable of perceiving one category better than another. Even though the results are inconclusive, neuroimaging studies on healthy subjects also provide a spatial and temporal account of differences in the processing of abstract versus concrete words. A description of the neural pathways during abstract word reading, the manner in which the connectivity patterns develop over the different stages of lexical and semantic processing compared to that of concrete word processing are still debated. We conducted a high-density EEG study on 24 healthy young volunteers using an implicit categorization task. From this, we obtained high spatio-temporal resolution data and, by means of source reconstruction, reduced the effect of signal mixing observed on scalp level. A multivariate, time-varying and directional method of analyzing connectivity based on the concept of Granger Causality (Partial Directed Coherence) revealed a dynamic network that transfers information from the right superior occipital lobe along the ventral and dorsal streams towards the anterior temporal and orbitofrontal lobes of both hemispheres. Some regions along these pathways appear to be primarily involved in either receiving or sending information. A clear difference in information transfer of abstract and concrete words was observed during the time window of semantic processing, specifically for information transferred towards the left anterior temporal lobe. Further exploratory analysis confirmed a generally stronger connectivity pattern for processing concrete words. We believe our study could guide future research towards a more refined theory of abstract word processing in the brain.

Somatic and visceral effects of word valence, arousal and concreteness in a continuum lexical space

Although affective and semantic word properties are known to independently influence our sensorimotor system, less is known about their interaction. We investigated this issue applying a data-driven mixed-effects regression approach, evaluating the impact of lexical-semantic properties on electrophysiological parameters, namely facial muscles activity (left corrugator supercilii, zygomaticus major, levator labii superioris) and heartbeat, during word processing. 500 Italian words were acoustically presented to 20 native-speakers, while electrophysiological signals were continuously recorded. Stimuli varied for affective properties, namely valence (the degree of word positivity), arousal (the amount of emotional activation brought by the word), and semantic ones, namely concreteness. Results showed that the three variables interacted in predicting both heartbeat and muscular activity. Specifically, valence influenced activation for lower levels of arousal. This pattern was further modulated by concreteness: the lower the word concreteness, the larger affective-variable impact. Taken together, our results provide evidence for bodily responses during word comprehension. Crucially, such responses were found not only for voluntary muscles, but also for the heartbeat, providing evidence to the idea of a common emotional motor system. The higher impact of affective properties for abstract words supports proposals suggesting that emotions play a central role in the grounding of abstract concepts.

Moved by Emotions: Affective Concepts Representing Personal Life Events Induce Freely Performed Steps in Line With Combined Sagittal and Lateral Space-Valence Associations

Embodiment approaches to cognition and emotion have put forth the idea that the way we think and talk about affective events often recruits spatial information that stems, to some extent, from our bodily experiences. For example, metaphorical expressions such as "being someone's right hand" or "leaving something bad behind" convey affectivity associated with the lateral and sagittal dimensions of space. Action tendencies associated with affect such as the directional fluency of hand movements (dominant right hand-side - positive; non-dominant left hand-side - negative) and approach-avoidance behaviors (forward - positive; backwards - negative) might be mechanisms supporting such associations. Against this background, experimental research has investigated whether positive and negative words are freely allocated into space (e.g., close or far from one's body) or resonate with congruent (vs. incongruent) predefined manual actions usually performed by joysticks or button presses (e.g., positive - right; negative - left, or vice versa). However, to date, it is unclear how the processing of affective concepts resonate with directional actions of the whole body, the more if such actions are performed freely within a context enabling both, lateral and sagittal movements. Accordingly, 67 right-handed participants were to freely step on an 8-response pad (front, back, right, left, front-right, front-left, back-right, or back-left) after being presented in front of them valence-laden personal life-events submitted before the task (e.g., words or sentences such as "graduation" or "birth of a child"). The most revealing finding of this study indicates that approach-avoidance behaviors and space-valence associations across laterality are interwoven during whole body step actions: Positive events induced steps highly biased to front-right whereas negative events induced steps highly biased to back-left.

Six Challenges for Embodiment Research

Twenty years after Barsalou’s seminal perceptual-symbols article, embodied cognition, the notion that cognition involves simulations of sensory, motor, or affective states, has moved from an outlandish proposal to a mainstream position adopted by many researchers in the psychological and cognitive sciences (and neurosciences). Though it has generated productive work in the cognitive sciences as a whole, it has had a particularly strong impact on research into language comprehension. The view of a mental lexicon based on symbolic word representations, which are arbitrarily linked to sensory aspects of their referents, was generally accepted since the cognitive revolution in the 1950s. This has radically changed. Given the current status of embodiment as a main theory of cognition, it is somewhat surprising that a close look at the literature reveals that the debate about the nature of the processes involved in language comprehension is far from settled, and key questions remain unanswered. We present several suggestions for a productive way forward.

Vector-Space Models of Semantic Representation From a Cognitive Perspective: A Discussion of Common Misconceptions

Models that represent meaning as high-dimensional numerical vectors—such as latent semantic analysis (LSA), hyperspace analogue to language (HAL), bound encoding of the aggregate language environment (BEAGLE), topic models, global vectors (GloVe), and word2vec—have been introduced as extremely powerful machine-learning proxies for human semantic representations and have seen an explosive rise in popularity over the past 2 decades. However, despite their considerable advancements and spread in the cognitive sciences, one can observe problems associated with the adequate presentation and understanding of some of their features. Indeed, when these models are examined from a cognitive perspective, a number of unfounded arguments tend to appear in the psychological literature. In this article, we review the most common of these arguments and discuss (a) what exactly these models represent at the implementational level and their plausibility as a cognitive theory, (b) how they deal with various aspects of meaning such as polysemy or compositionality, and (c) how they relate to the debate on embodied and grounded cognition. We identify common misconceptions that arise as a result of incomplete descriptions, outdated arguments, and unclear distinctions between theory and implementation of the models. We clarify and amend these points to provide a theoretical basis for future research and discussions on vector models of semantic representation.

Words matter: age-related positivity in episodic memory for abstract but not concrete words

Research continues to assess potential boundary conditions for the age-related positivity effect in emotional information processing. Beyond the valence and arousal characteristics of a stimulus, other features may play a role in the manifestation of positivity effects. Differences between abstract and concrete words (i.e., the level of imageability, presence of affective content) may lead to differences in downstream processing outcomes. The present study examined whether additional features of word stimuli, beyond valence and arousal, could influence the emergence of age-related positivity in episodic memory. Fifty-two younger adults and 51 older adults completed a categorization task where they separated a series of positive, negative, and neutral words into "abstract" or "concrete" categories. A surprise recognition task followed after a short delay. Results revealed a three-way Age × Valence × Word Type interaction. No age differences in overall recognition was observed for concrete words, regardless of emotion; however, for abstract words, an Age × Valence interaction emerged whereby older adults recognized more positive than negative words, while valence differences were less pronounced among younger adults. Concrete words were remembered better than abstract words by both age groups, regardless of valence. Conversely, preferential processing appeared to occur for positive abstract words, especially for older adults. We contend that these results provide further evidence of the top-down and controlled nature of age-related positivity effects in episodic memory.

Concrete vs. Abstract Semantics: From Mental Representations to Functional Brain Mapping

The nature of abstract and concrete semantics and differences between them have remained a debated issue in psycholinguistic and cognitive studies for decades. Most of the available behavioral and neuroimaging studies reveal distinctions between these two types of semantics, typically associated with a so-called “concreteness effect.” Many attempts have been made to explain these differences using various approaches, from purely theoretical linguistic and cognitive frameworks to neuroimaging experiments. In this brief overview, we will try to provide a snapshot of these diverse views and relationships between them and highlight the crucial issues preventing this problem from being solved. We will argue that one potentially beneficial way forward is to identify the neural mechanisms underpinning acquisition of the different types of semantics (e.g., by using neurostimulation techniques to establish causal relationships), which may help explain the distinctions found between the processing of concrete and abstract semantics.

New Perspectives on the Aging Lexicon

The field of cognitive aging has seen considerable advances in describing the linguistic and semantic changes that happen during the adult life span to uncover the structure of the mental lexicon (i.e., the mental repository of lexical and conceptual representations). Nevertheless, there is still debate concerning the sources of these changes, including the role of environmental exposure and several cognitive mechanisms associated with learning, representation, and retrieval of information. We review the current status of research in this field and outline a framework that promises to assess the contribution of both ecological and psychological aspects to the aging lexicon.

Learning abstract words and concepts: insights from developmental language disorder

Some explanations of abstract word learning suggest that these words are learnt primarily from the linguistic input, using statistical co-occurrences of words in language, whereas concrete words can also rely on non-linguistic, experiential information. According to this hypothesis, we expect that, if the learner is not able to fully exploit the information in the linguistic input, abstract words should be affected more than concrete ones. Embodied approaches instead argue that both abstract and concrete words can rely on experiential information and, therefore, there might not be any linguistic primacy. Here, we test the role of linguistic input in the development of abstract knowledge with children with developmental language disorder (DLD) and typically developing children aged 8-13. We show that DLD children, who by definition have impoverished language, do not show a disproportionate impairment for abstract words in lexical decision and definition tasks. These results indicate that linguistic information does not have a primary role in the learning of abstract concepts and words; rather, it would play a significant role in semantic development across all domains of knowledge.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

The multifaceted abstract brain

concepts play a central role in human behaviour and constitute a critical component of the human conceptual system. Here, we investigate the neural basis of four types of abstract concepts, examining their similarities and differences through neuroimaging meta-analyses. We examine numerical and emotional concepts, and two higher-order abstract processes, morality judgements and theory of mind. Three main findings emerge. First, representation of abstract concepts is more widespread than is often assumed. Second, representations of different types of abstract concepts differ in important respects. Each of the domains examined here was associated with some unique areas. Third, some areas were commonly activated across domains and included inferior parietal, posterior cingulate and medial prefrontal cortex. We interpret these regions in terms of their role in episodic recall, event representation and social-emotional processing. We suggest that different types of abstract concepts can be represented and grounded through differing contributions from event-based, interoceptive, introspective and sensory-motor representations. The results underscore the richness and diversity of abstract concepts, argue against single-mechanism accounts for representation of all types of abstract concepts and suggest mechanisms for their direct and indirect grounding.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Moving beyond the distinction between concrete and abstract concepts

From the perspective of the situated conceptualization framework, the primary purpose of concepts is for categorizing and integrating elements of situations to support goal-directed action (including communication and social interaction). To the extent that important situational elements are categorized and integrated properly, effective goal-directed action follows. Over time, frequent patterns of co-occurring concepts within situations become established in memory as situated conceptualizations, conditioning the conceptual system and producing habitual patterns of conceptual processing. As a consequence, individual concepts are most basically represented within patterns of concepts that become entrained with specific kinds of physical situations. In this framework, the concrete versus abstract distinction between concepts is no longer useful, with two other distinctions becoming important instead: (i) external versus internal situational elements, (ii) situational elements versus situational integrations. Whereas concepts for situational elements originate in distributed neural networks that provide continual feeds about components of situations, concepts for situational integrations originate in association areas that establish temporal co-occurrence relations between situational elements, both external and internal. We propose that studying concepts in the context of situated action is necessary for establishing complete accounts of them, and that continuing to study concepts in isolation is likely to provide relatively incomplete and distorted accounts.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Dynamic grounding of emotion concepts

Emotion concepts are important. They help us to understand, experience and predict human behaviour. Emotion concepts also link the realm of the abstract with the realm of bodily experience and actions. Accordingly, the key question is how such concepts are created, represented and used. Embodied cognition theories hold that concepts are grounded in neural systems that produce experiential and motor states. Concepts are also contextually situated and thus engage sensorimotor resources in a dynamic, flexible way. Finally, on that framework, conceptual understanding unfolds in time, reflecting embodied as well as linguistic and cultural influences. In this article, we review empirical work on emotion concepts and show how it highlights their grounded, yet dynamic and context-sensitive nature. The conclusions are consistent with recent developments in embodied cognition that allow concepts to be linked to sensorimotor systems, yet be flexibly sensitive to current representational and action needs.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Boundaries to grounding abstract concepts

Grounded theories of cognition claim that concept representation relies on the systems for perception and action. The sensory-motor grounding of abstract concepts presents a challenge for these theories. Some accounts propose that abstract concepts are indirectly grounded via image schemas or situations. Recent research, however, indicates that the role of sensory-motor processing for concrete concepts may be limited, providing evidence against the idea that abstract concepts are grounded via concrete concepts. Hybrid models that combine language and sensory-motor experience may provide a more viable account of abstract and concrete representations. We propose that sensory-motor grounding is important during acquisition and provides structure to concepts. Later activation of concepts relies on this structure but does not necessarily involve sensory-motor processing. Language is needed to create coherent concepts from diverse sensory-motor experiences.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Language as a disruptive technology: abstract concepts, embodiment and the flexible mind

A growing body of evidence suggests that cognition is embodied and grounded. Abstract concepts, though, remain a significant theoretical challenge. A number of researchers have proposed that language makes an important contribution to our capacity to acquire and employ concepts, particularly abstract ones. In this essay, I critically examine this suggestion and ultimately defend a version of it. I argue that a successful account of how language augments cognition should emphasize its symbolic properties and incorporate a view of embodiment that recognizes the flexible, multimodal and task-related nature of action, emotion and perception systems. On this view, language is an ontogenetically disruptive cognitive technology that expands our conceptual reach.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.