A lifespan perspective on semantic processing of concrete concepts: does a sensory/motor model have the potential to bridge the gap?

How Cultural Practices Influence the Understanding and Emotional Intensity of Mexican Children's Memories of Death Events

This study assessed whether a sample of 43 children in Puebla, Mexico would show the Fading Affect Bias (FAB) for memories of the death of loved ones or pets and for general negative memories. FAB is a phenomenon in which emotional intensity associated with unpleasant memories fades faster than affect in pleasant memories. Mexican children showed FAB across negative and death memories. Younger children showed lower fading for general negative memories when compared to older children. A second aim of this work assessed whether younger (ages 4.83-9) and older (ages 10-13) children in Mexico would show biological and spiritual understanding of death, and findings indicated that Mexican children's understanding included both biological and spiritual subcomponents. Younger children showed lower comprehension of the death subcomponents Inevitability and Irreversibility. Higher depression, anxiety, and social stress scores as measured with the BASC-2 predicted lower FAB, lateralized to negative memories.

Flexible Conceptual Representations

A view that has been gaining prevalence over the past decade is that the human conceptual system is malleable, dynamic, context-dependent, and task-dependent, that is, flexible. Within the flexible conceptual representation framework, conceptual representations are constructed ad hoc, forming a different, idiosyncratic instantiation upon each occurrence. In this review, we scrutinize the neurocognitive literature to better understand the nature of this flexibility. First, we identify some key characteristics of these representations. Next, we consider how these flexible representations are constructed by addressing some of the open questions in this framework: We review the age-old question of how to reconcile flexibility with the apparent need for shareable stable definitions to anchor meaning and come to mutual understanding, as well as some newer questions we find critical, namely, the nature of relations among flexible representations, the role of feature saliency in activation, and the viability of all-or-none feature activations. We suggest replacing the debate about the existence of a definitional stable core that is obligatorily activated with a question of the degree and probability of activation of the information constituting a conceptual representation. We rely on published works to suggest that (1) prior featural salience matters, (2) feature activation may be graded, and (3) Bayesian updating of prior information according to current demands offers a viable account of how flexible representations are constructed. This proposal provides a theoretical mechanism for incorporating a changing momentary context into a constructed representation, while still preserving some of the concept's constituent meaning.

Chinese English language learners' vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies

BACKGROUND

The acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners.

OBJECTIVES

The study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners.

METHODOLOGY

A quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022-2023. The experimental group (n = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group (n = 45) received traditional teaching methods.

FINDINGS

Statistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups.

CONCLUSIONS

The results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.

Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis

Although the spontaneous origins of concepts from interaction is often given for granted, how the process can start without a fully developed sensorimotor representation system has not been sufficiently explored. Here, we offer a new hypothesis for a mechanism supporting concept formation while learning to perceive and act intentionally. We specify an architecture in which multi-modal sensory patterns are mapped in the same lower-dimensional representation space. The motor repertoire is also represented in the same space via topological mapping. We posit that the acquisition of these mappings can be mutually constrained by maximizing the convergence between sensory and motor representations during online interaction. This learning signal reflects an intrinsic motivation of competence acquisition. We propose that topological alignment via competence acquisition eventually results in a sensorimotor representation system. To assess the consistency of this hypothesis, we develop a computational model and test it in an object manipulation task. Results show that such an intrinsically motivated learning process can create a cross-modal categorization system with semantic content, which supports perception and intentional action selection, which has the resources to re-enact its own multi-modal experiences, and, on this basis, to kick-start the formation of concepts grounded in the external environment. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.

The Mental Maxwell Relations: A Thermodynamic Allegory for Higher Brain Functions

The theoretical framework of classical thermodynamics unifies vastly diverse natural phenomena and captures once-elusive effects in concrete terms. Neuroscience confronts equally varied, equally ineffable phenomena in the mental realm, but has yet to unite or to apprehend them rigorously, perhaps due to an insufficient theoretical framework. The terms for mental phenomena, the mental variables, typically used in neuroscience are overly numerous and imprecise. Unlike in thermodynamics or other branches of physics, in neuroscience, there are no core mental variables from which all others formally derive and it is unclear which variables are distinct and which overlap. This may be due to the nature of mental variables themselves. Unlike the variables of physics, perhaps they cannot be interpreted as composites of a small number of axioms. However, it is well worth exploring if they can, as that would allow more parsimonious theories of higher brain function. Here we offer a theoretical exercise in the spirit of the National Institutes of Health Research Domain Criteria (NIH RDoC) Initiative and the Cognitive Atlas Project, which aim to remedy this state of affairs. Imitating classical thermodynamics, we construct a formal framework for mental variables, an extended analogy - an allegory - between mental and thermodynamic quantities. Starting with mental correlates of the physical indefinables length, time, mass or force, and charge, we pursue the allegory up to mental versions of the thermodynamic Maxwell Relations. The Maxwell Relations interrelate the thermodynamic quantities volume, pressure, temperature, and entropy and were chosen since they are easy to derive, yet capable of generating nontrivial, nonobvious predictions. Our "Mental Maxwell Relations" interlink the mental variables consciousness, salience, arousal, and distraction and make nontrivial, nonobvious statements about mental phenomena. The mental system thus constructed is internally consistent, in harmony with introspection, and respects the RDoC criteria of employing only psychologically valid constructs with some evidence of a brain basis. We briefly apply these concepts to the problem of decision-making and sketch how some of them might be tested empirically.

Body-object interaction effect in word recognition and its relationship with screen time in Chinese children

A sample of 144 s- and 150 fourth-grade Chinese children was recruited to investigate the influence of body-object interactions (BOIs) on word recognition, i.e., how easily they could interact physically with each word's referent. The moderation on this relationship of children's screen time for entertainment purposes (i.e., the viewing or use of any device with a screen) was also examined. In a lexical decision task, the children were asked to judge whether each item was a real Chinese word. Each real word was assigned a BOI rating score. Model analysis showed that the BOI rating was a significant predictor of the children's word recognition performances. The children recognized the words with higher BOI ratings at higher accuracy rates and higher response speeds more than the words with lower BOI ratings, showing a BOI effect. These results suggest an involvement of sensorimotor information in processing concepts. As well, the results showed a moderating effect of screen time on the BOI effect. With the increase of screen time, the BOI effect was reduced in terms of response speed. Moreover, the influence of the screen time on the BOI effect was larger in the second graders than in the fourth graders.

Older and younger adult definitions of emotion terms: a mixed-method content analysis

OBJECTIVES

Conceptualizations of emotions might evolve over the course of adult development as motivations shift, but there are gaps in knowledge regarding these changes. This mixed-methods study tested theoretical predictions pertaining to age group differences in conceptualizations of emotions.

METHOD

University students (N = 210, M age = 20.1 years) and community-dwelling older adults (N = 90, M age = 72.5 years) participated in three survey studies (2016-2018) conducted in person, online, or via mail and provided written narrative definitions for 11 emotion words. Responses were coded for valence, arousal, time frame, reference to self, reference to social contacts, and nature of response (i.e. example or definition). Code frequencies were compared for younger and older adults via odds ratio and logistic regression analyses.

RESULTS

Younger and older adults used many of the same words in definitions of emotion terms. Older participants more often referenced situational examples in their definitions than younger participants. As expected, older adults used more low arousal language, referenced the 'self,' and included other persons more in their emotion descriptions than younger persons. Unexpectedly, younger participants used more positive language in descriptions of some positive emotions.

CONCLUSIONS

Descriptions of emotion terms might serve a self-regulatory function, such as to facilitate low arousal emotion experiences for older adults or to illustrate important values, such as the greater importance of other persons to emotion experiences for older than younger adults.

A meta-analysis of fMRI studies of semantic cognition in children

Our capacity to derive meaning from things that we see and words that we hear is unparalleled in other animal species and current AI systems. Despite a wealth of functional magnetic resonance imaging (fMRI) studies on where different semantic features are processed in the adult brain, the development of these systems in children is poorly understood. Here we conducted an extensive database search and identified 50 fMRI experiments investigating semantic world knowledge, semantic relatedness judgments, and the differentiation of visual semantic object categories in children (total N = 1,018, mean age = 10.1 years, range 4-15 years). Synthesizing the results of these experiments, we found consistent activation in the bilateral inferior frontal gyri (IFG), fusiform gyri (FG), and supplementary motor areas (SMA), as well as in the left middle and superior temporal gyri (MTG/STG). Within this system, we found little evidence for age-related changes across childhood and high overlap with the adult semantic system. In sum, the identification of these cortical areas provides the starting point for further research on the mechanisms by which the developing brain learns to make sense of its environment.

Learning Labels for Objects: Does Degree of Sensorimotor Experience Matter?

Theories of embodied cognition propose that sensorimotor experience is essential to learning, representing, and accessing conceptual information. Embodied effects have been observed in early child development and adult cognitive processing, but there has been less research examining the role of embodiment in later childhood. We conducted two experiments to test whether degree of sensorimotor experience modulates children’s word learning. In Experiment 1, 5-year-old children learned labels for 10 unfamiliar objects in one of six learning conditions, which varied in how much sensorimotor experience and information about the objects children received. Children’s word learning was assessed with a recognition test. Results indicated that there was no effect of learning condition on recognition accuracy, as children performed equally well in all conditions. In Experiment 2, we modified the stimuli to emphasize the sensory features of the objects; 5-year-old children learned labels for these objects in one of two learning conditions. Once again, there was no effect of learning condition on children’s recognition accuracy performance. Overall, children’s word learning was not modulated by the extent to which they had sensorimotor experience with the labelled objects. As such, the results place some limits on the role of embodiment in language learning.

Does early object exploration support gesture and language development in extremely preterm infants and full-term infants?

BACKGROUND

An increasing body of research on typically and atypically developing infants has shown that motor skills play an important role in language development. To date, however, the role of specific object exploration skills for early gesture and vocabulary development has not been investigated in extremely low gestational age infants (ELGA, GA < 28 weeks), who are at greater risk for motor and language delays than full-term (FT) infants.

PURPOSE

This longitudinal study examined relations between 6-month active exploratory behaviors and 12- month word comprehension, gestures and vocal production, controlling for cognitive performance and neonatal condition (ELGA vs FT).

METHODS

Forty infants, 20 ELGA and 20 FT, and their mothers participated in the study. Mother-infant play interaction was video-recorded at 6 and 12 months. Oral and manual object exploration at 6 months and spontaneous gestures and vocal production at 12 months were coded. Word comprehension was evaluated with the Italian version of the MacArthur-Bates CDI parent questionnaire at 12 months. Cognitive performance was examined with the Griffiths Mental Developmental Scales at 6 months and the Bayley-III Scales at 12 months.

RESULTS

Regression analyses showed that after accounting for cognitive performance and neonatal condition, oral exploration was related to word comprehension, and manual exploration to gestures and vocal production in the overall sample.

CONCLUSIONS

Cascading effects of specific object exploration skills on gestures and language comprehension and production in preterm infants and FT infants are discussed. Clinical implications for early assessment of and interventions involving object exploration skills, which may affect language development, are considered for the preterm population.

Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism

In order to understand typical and atypical developmental trajectories it is important to assess how strengths or weaknesses in one domain may be affecting performance in other domains. This study examined longitudinal relations between early fine motor functioning, visuospatial cognition, exploration, and language development in preschool children with ASD and children with other developmental delays/disorders. The ASD group included 63 children at T1 (Mage = 27.10 months, SD = 8.71) and 46 children at T2 (Mage = 45.85 months, SD = 7.16). The DD group consisted of 269 children at T1 (Mage = 17.99 months, SD = 5.59), and 121 children at T2 (Mag e= 43.51 months, SD = 3.81). A subgroup nested within the total sample was randomly selected and studied in-depth on exploratory behavior. This group consisted of 50 children, 21 children with ASD (Mage = 27.57, SD = 7.09) and 29 children with DD (Mage = 24.03 months, SD = 6.42). Fine motor functioning predicted language in both groups. Fine motor functioning was related to visuospatial cognition in both groups and related to object exploration, spatial exploration, and social orientation during exploration only in the ASD group. Visuospatial cognition and all exploration measures were related to both receptive and expressive language in both groups. The findings are in line with the embodied cognition theory, which suggests that cognition emerges from and is grounded in the bodily interactions of an agent with the environment. This study emphasizes the need for researchers and clinicians to consider cognition as emergent from multiple interacting systems.

Developing embodied cognition: insights from children's concepts and language processing

Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children's embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition.

What matters in semantic feature processing for persons with stroke-aphasia: Evidence from an auditory concept-feature verification task

BACKGROUND

The relationship between object concept domains (living vs. nonliving) and their underlying feature structures is a frequent area of investigation regarding semantic processing in healthy individuals and some individuals with neuropsychological impairment resulting from herpes simplex encephalitis, semantic dementia and Alzheimer's disease. However, this relationship has been less well-investigated in persons with stroke-aphasia (PWA), even though many treatments for anomia following stroke are predicated on the use of semantic feature cues.

AIMS

As part of a larger investigation into the influence of semantic feature processing on naming for PWA, this study examined the ability of PWA to confirm the relations between object concepts and associated semantic features.

METHODS & PROCEDURES

15 native English-speaking, right handed individuals with post-stroke-aphasia responded yes or no via button press to feature-verification questions designed to probe the relationships between concept domain and feature type and distinctiveness.

OUTCOMES & RESULTS

PWA were more accurate and quicker to confirm concept-feature relationships when features contained function/action, rather than visual-perceptual, information about concepts and when features were distinctive to concepts rather than shared. The truthfulness (i.e., veracity) of concept-feature pairings was demonstrated to differentially affect living versus nonliving concepts. Within domain, only nonliving concepts were verified more accurately and more quickly when pairings were true (rather than false). Between domains, true nonliving concept-feature pairings were more accurately and more quickly verified than true living concept-feature pairings. Also with respect to veracity, correlations were observed between aphasia severity and accuracy and speed of response to false concept-feature pairings.

CONCLUSIONS

Findings have implications for the way in which semantic processing is probed with PWA, as well as providing preliminary information regarding responsivity of PWA to differing types of semantic information for living versus nonliving concepts. The fact that PWA demonstrated disproportionate difficulty responding to certain types of semantic information also suggests preliminary implications for the utility of different types of semantic cues in semantically-based treatments for word retrieval impairment.

The degraded concept representation system in semantic dementia: damage to pan-modal hub, then visual spoke

The core clinical feature of semantic dementia is a progressive yet selective degradation of conceptual knowledge. Understanding the cognitive and neuroanatomical basis for this deficit is a key challenge for both clinical and basic science. Some researchers attribute the deficit to damage to pan-modal conceptual representations that are independent of any particular sensory-motor modality and are represented in the ventrolateral anterior temporal lobes. Others claim that damage to modality-specific visual feature representations in the occipitotemporal 'ventral stream' is responsible. In the present study, we tested the hypothesis that concept degradation in semantic dementia involves a combination of these pan-modal and modality-specific elements. We investigated factors influencing knowledge of object concepts by analysing 43 sets of picture-naming data from patients with semantic dementia. We found a strong influence of two pan-modal factors: highly familiar and typical items were named more accurately than less familiar/atypical items at all stages of the disorder. Items associated with rich sensory-motor information were also named more successfully at all stages, and this effect was present for sound/motion knowledge and tactile/action knowledge when these modalities were studied separately. However, there was no advantage for items rich in visual colour/form characteristics; instead, this factor had an increasingly negative impact in the later stages of the disorder. We propose that these results are best explained by a combination of (i) degradation of modality-independent conceptual representations, which is present throughout the disorder and is a consequence of atrophy focused on the ventrolateral anterior temporal lobes; and (ii) a later additional deficit for concepts that depend heavily on visual colour/form information, caused by the spreading of atrophy to posterior ventral temporal regions specialized for representing this information. This explanation is consistent with a graded hub-and-spoke model of conceptual knowledge, in which there is a gradual convergence of information along the temporal lobes, with visual attributes represented in the posterior cortex giving way to pan-modal representations in the anterior areas.