The process of understanding a word engages two broad mental systems. Early on, the linguistic system activates linguistically related concepts. For instance, a word such as ‘branch’ could afford relevant concepts such as ELEMENT and GROUP. Next, a few milliseconds later, the embodied system begins activating sensory, motor and affective connections. For the word ‘branch’, this could include visualizations of verticality and connections in space. Both the linguistic and the embodied system have been extensively demonstrated in experiments. The centre of the current research now is the interplay between the systems. The interplay is relevant because it informs about the nature of each in turn, and about the reasons for both co-existing. The engagement of each system varies as a function of task, stimulus, and individual differences. For instance, the embodied system becomes more engaged with deeper versus shallower semantic tasks, as well as with concrete versus abstract words. Also, expertise in physical domains leads to field-specific concept representations. Further, women appear to utilize the linguistic system more intensively than men do. Individual differences in particular will be the centre of this PhD project. In internet- and lab-based experiments, we will run various semantic tasks, before collecting linguistic and sensorimotor measurements. For accuracy, our experimental designs will include variables related to task and stimulus, to be analysed alongside individual variables. Last, this research will shed light on how different systems can interplay for a specific process.
Nlp Sentemental analysis of Tweetr And CaseStudyRaza Azeem
The document discusses sentiment analysis of Twitter data. It summarizes techniques for sentiment analysis including machine learning approaches like supervised and unsupervised learning as well as lexicon-based approaches. It discusses related work in the area and challenges in sentiment analysis. Applications of sentiment analysis include using reviews from websites, as a sub-component technology in business intelligence across different domains and in smart homes.
The Language of Support in Young Children's Spontaneous SpeechMadalyn Polen
Toddlers use the word "on" to describe a variety of spatial support relationships, not just support from below. An analysis of young children's speech found they used "on" to describe over a dozen different support configurations, including embedded, adhesive, and suspension support. While some uses referred to traditional solid support from below, over half described other force-dynamic relationships between figures and grounds. This suggests children represent the semantics of "on" broadly in terms of spatial relationships rather than privileging just one type of support.
This document summarizes recent research on the evolution of language. It discusses advances in the field such as new perspectives on the geographical and temporal origins of language. Current areas of focus include the genetic, anatomical, and cultural underpinnings of language. The topic remains polarized between nativist and emergentist views. Modeling and novel insights are increasingly important to address lingering speculation. A pilot experiment provided preliminary evidence that embodied cognition may have played a role in the emergence of semantic preferences. Overall, the evolution of language remains an active area of research with progress being made through diverse approaches.
Testing Recursion in Child English (and Explaining the Concept to .docxmehek4
Testing Recursion in Child English (and Explaining the Concept to Non-linguists)
Barbara Zurer
Tom Roeper
University of Massachusetts Amherst
Anca Sevcenco
University of Bucharest
This presentation has two goals: 1) reporting an experiment on children’s acquisition of recursion in specific syntactic constructions, and 2) using an extended debriefing to explain the concept of recursion in language to the participants (and/or their parents).
Despite the importance of recursion for syntactic creativity (Hauser et al., 2002), surprisingly little is understood about its language-particular manifestations and how they are acquired (Roeper & Snyder, 2005). The universal recursive operation of Merge creates a variety of self-embedded structures (SES), such as possessive, prepositional (PP), sentential, etc. and their formal basis is unclear. Many SES share the computational property of Indirect Recursion (IR), i.e. they take their own output as input: XP=>X_YP, YP=>Y_XP (see Hinzen & Arsenijevic, 2012). Nonetheless, they are realized differently across languages and interact with other properties differently. In (1) and (2) are found sequences of English locative PPs and relative clauses (RC), respectively.
(1) A lion next to the crocodile next to the bear. (2) A lion that’s next to the crocodile that’s next to the bear. (3) The lion is next to the bear and the crocodile.
Both constructions admit two major interpretations: A non-hierarchal, “conjunctive” reading, with the lion between the crocodile and the bear as in (3) and a hierarchical, IR reading that puts the animals in the order lion-crocodile-bear. Both interpretations are always available, but a control group of adults showed a significant preference for IR (93%). A contrast between PP and RC is suggested by constraints on IR in Romanian. Although IR in both English and Romanian passes through the DP, the latter limits IR to prepositions with functional-category-marking (de) for PPs but not for RCs. The current study explores the acquisition path from ages 3-10 yrs and tests the hypothesis that one form of IR (PP or RC) triggers the other.
The study was carried out in a museum environment that showcases “research live,” i.e. combines actual data collection for hypothesis-testing with education about the hypotheses. Participants were 48 Englishspeaking children, who were asked to rearrange animals in an array on an iPad and then describe what they had done. They also repeated sentences with recursive PPs and RCs (as in [1] and [2]). Preliminary results show an increase from an average of 90% conjunctive interpretations in both comprehension and production among the 3-year-olds to an average of 85% IR-interpretations among the 9- and 10-year-olds. There was an observable, but not statistically significant difference favoring the RC over the PP condition for 5- and 9-yr-olds, and a tendency for some children to repeat PP items using RCs (cf. Pérez-Leroux et al., 2012 ...
Dramatic changes are unfolding in the shape of inhabited space, characterized by growing density, mobility, and noise. These changes have implications for how we hold and move our bodies, how we gauge intentionality in others, and how we enact shared intentions and emotions—in short, for how we are socialized and acculturated as kinesthetic and somatosensory beings. In this talk I discuss some of the problems of method posed for social cognitive neuroscience by emerging forms of inhabitance, and I outline a program of research to examine the challenges to human cognitive well-being created by rapid environmental change.
We are, at every moment, engaged in a process of ‘somatic niche construction’, shaping our environment to support particular habits of movement and embodied cognition and at the same time adapting our habits to environmental circumstance. Niche construction is political: we don't all share the same capacities to reshape our living space to accommodate or modulate a distinctive somatic signal, nor do we share the same value schemata—what looks like mania to you may feel like flourishing to me. My hope is to elaborate a research method that integrates anthropology's sensitivity to political context and rapid cultural evolution with neuroscience's sensitivity to physiology.
Science of Learning — Why it matters to schools and families?CITE
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Jacob Eisenstein, Assistant Professor, School of Interactive Computing, Georg...MLconf
Making Natural Language Processing Robust to Sociolinguistic Variation:
Natural language processing on social media text has the potential to aggregate facts and opinions from millions of people all over the world. However, language in social media is highly variable, making it more difficult to analyze that conventional news texts. Fortunately, this variation is not random; it is often linked to social properties of the author. I will describe two machine learning methods for exploiting social network structures to make natural language processing more robust to socially-linked variation. The key idea behind both methods is linguistic homophily: the tendency of socially linked individuals to use language in similar ways. This idea is captured using embeddings of node positions in social networks. By integrating node embeddings into neural networks for language analysis, we obtained customized language processing systems for individual writers — even for individuals for whom we have no labeled data. The first application shows how to apply this idea to the problem of tweet-level sentiment analysis. The second application targets the problem of linking spans of text to known entities in a knowledge base.
Nlp Sentemental analysis of Tweetr And CaseStudyRaza Azeem
The document discusses sentiment analysis of Twitter data. It summarizes techniques for sentiment analysis including machine learning approaches like supervised and unsupervised learning as well as lexicon-based approaches. It discusses related work in the area and challenges in sentiment analysis. Applications of sentiment analysis include using reviews from websites, as a sub-component technology in business intelligence across different domains and in smart homes.
The Language of Support in Young Children's Spontaneous SpeechMadalyn Polen
Toddlers use the word "on" to describe a variety of spatial support relationships, not just support from below. An analysis of young children's speech found they used "on" to describe over a dozen different support configurations, including embedded, adhesive, and suspension support. While some uses referred to traditional solid support from below, over half described other force-dynamic relationships between figures and grounds. This suggests children represent the semantics of "on" broadly in terms of spatial relationships rather than privileging just one type of support.
This document summarizes recent research on the evolution of language. It discusses advances in the field such as new perspectives on the geographical and temporal origins of language. Current areas of focus include the genetic, anatomical, and cultural underpinnings of language. The topic remains polarized between nativist and emergentist views. Modeling and novel insights are increasingly important to address lingering speculation. A pilot experiment provided preliminary evidence that embodied cognition may have played a role in the emergence of semantic preferences. Overall, the evolution of language remains an active area of research with progress being made through diverse approaches.
Testing Recursion in Child English (and Explaining the Concept to .docxmehek4
Testing Recursion in Child English (and Explaining the Concept to Non-linguists)
Barbara Zurer
Tom Roeper
University of Massachusetts Amherst
Anca Sevcenco
University of Bucharest
This presentation has two goals: 1) reporting an experiment on children’s acquisition of recursion in specific syntactic constructions, and 2) using an extended debriefing to explain the concept of recursion in language to the participants (and/or their parents).
Despite the importance of recursion for syntactic creativity (Hauser et al., 2002), surprisingly little is understood about its language-particular manifestations and how they are acquired (Roeper & Snyder, 2005). The universal recursive operation of Merge creates a variety of self-embedded structures (SES), such as possessive, prepositional (PP), sentential, etc. and their formal basis is unclear. Many SES share the computational property of Indirect Recursion (IR), i.e. they take their own output as input: XP=>X_YP, YP=>Y_XP (see Hinzen & Arsenijevic, 2012). Nonetheless, they are realized differently across languages and interact with other properties differently. In (1) and (2) are found sequences of English locative PPs and relative clauses (RC), respectively.
(1) A lion next to the crocodile next to the bear. (2) A lion that’s next to the crocodile that’s next to the bear. (3) The lion is next to the bear and the crocodile.
Both constructions admit two major interpretations: A non-hierarchal, “conjunctive” reading, with the lion between the crocodile and the bear as in (3) and a hierarchical, IR reading that puts the animals in the order lion-crocodile-bear. Both interpretations are always available, but a control group of adults showed a significant preference for IR (93%). A contrast between PP and RC is suggested by constraints on IR in Romanian. Although IR in both English and Romanian passes through the DP, the latter limits IR to prepositions with functional-category-marking (de) for PPs but not for RCs. The current study explores the acquisition path from ages 3-10 yrs and tests the hypothesis that one form of IR (PP or RC) triggers the other.
The study was carried out in a museum environment that showcases “research live,” i.e. combines actual data collection for hypothesis-testing with education about the hypotheses. Participants were 48 Englishspeaking children, who were asked to rearrange animals in an array on an iPad and then describe what they had done. They also repeated sentences with recursive PPs and RCs (as in [1] and [2]). Preliminary results show an increase from an average of 90% conjunctive interpretations in both comprehension and production among the 3-year-olds to an average of 85% IR-interpretations among the 9- and 10-year-olds. There was an observable, but not statistically significant difference favoring the RC over the PP condition for 5- and 9-yr-olds, and a tendency for some children to repeat PP items using RCs (cf. Pérez-Leroux et al., 2012 ...
Dramatic changes are unfolding in the shape of inhabited space, characterized by growing density, mobility, and noise. These changes have implications for how we hold and move our bodies, how we gauge intentionality in others, and how we enact shared intentions and emotions—in short, for how we are socialized and acculturated as kinesthetic and somatosensory beings. In this talk I discuss some of the problems of method posed for social cognitive neuroscience by emerging forms of inhabitance, and I outline a program of research to examine the challenges to human cognitive well-being created by rapid environmental change.
We are, at every moment, engaged in a process of ‘somatic niche construction’, shaping our environment to support particular habits of movement and embodied cognition and at the same time adapting our habits to environmental circumstance. Niche construction is political: we don't all share the same capacities to reshape our living space to accommodate or modulate a distinctive somatic signal, nor do we share the same value schemata—what looks like mania to you may feel like flourishing to me. My hope is to elaborate a research method that integrates anthropology's sensitivity to political context and rapid cultural evolution with neuroscience's sensitivity to physiology.
Science of Learning — Why it matters to schools and families?CITE
This document summarizes a presentation by Professor Laura-Ann Petitto on the science of learning and its importance for schools and families. The presentation discusses how the science of learning uses multidisciplinary approaches to study how, when, and what people learn across their lifespan. It highlights key findings from educational neuroscience on early childhood learning and dispels common myths about bilingual education by presenting behavioral and brain imaging evidence. The presentation emphasizes that early and simultaneous exposure to multiple languages is best for optimal bilingual development and that bilingualism provides cognitive advantages. It calls for policies and practices to encourage multilingualism informed by the science of learning.
Jacob Eisenstein, Assistant Professor, School of Interactive Computing, Georg...MLconf
Making Natural Language Processing Robust to Sociolinguistic Variation:
Natural language processing on social media text has the potential to aggregate facts and opinions from millions of people all over the world. However, language in social media is highly variable, making it more difficult to analyze that conventional news texts. Fortunately, this variation is not random; it is often linked to social properties of the author. I will describe two machine learning methods for exploiting social network structures to make natural language processing more robust to socially-linked variation. The key idea behind both methods is linguistic homophily: the tendency of socially linked individuals to use language in similar ways. This idea is captured using embeddings of node positions in social networks. By integrating node embeddings into neural networks for language analysis, we obtained customized language processing systems for individual writers — even for individuals for whom we have no labeled data. The first application shows how to apply this idea to the problem of tweet-level sentiment analysis. The second application targets the problem of linking spans of text to known entities in a knowledge base.
Musical training shapes structural brain developmentpacojavierradio
The study examined structural brain changes in children who received 15 months of musical training compared to a control group.
Key findings:
1. After 15 months, the musical training group showed greater expansion in motor and auditory brain regions compared to controls.
2. Expansion in these regions correlated with improvements on motor sequencing and auditory discrimination tests in the musical training group.
3. The results suggest that structural brain differences seen in adult experts may be due to training-induced plasticity during development rather than innate biological factors.
Simulating meaning: a neural theory of discourse coherenceTerry McDonough
Coherence is best described as the ‘impression a text leaves of being unified in some way’ (Charteris-Black, 2014, p. 55). When we encounter a text, we are left with the impression of a whole: it ‘hangs together’ (Halliday & Hasan, 1985, p. 48). Widdowson (2004, p. 63) describes the cohesion-coherence approach, introduced by Halliday and Hasan (1976, 1985), and later developed by Halliday (2004), as the ‘standard model’. In this paper I challenge the assumptions made by the ‘standard model’. The primary assumption I contest is described by Lukeš (2010, p. 183), who observes that meaning is thought of as something that ‘simply happens’.
I adopt an interdisciplinary perspective based on the Neural Theory of Language (NTL) developed at the Institute of Cognitive and Brain Sciences at the University of California at Berkeley (Bergen, 2012, 2015; J. A. Feldman, 2006; J. A. Feldman & Narayanan, 2004a). NTL assumes that we ‘understand narratives by subconsciously imaging (or simulating) the situation being described’ (J. A. Feldman & Narayanan, 2004b, p. 389). Much like Lamb’s (1999, 2015) proposal for a neurobiologically plausible model of language, NTL maintains a commitment to the neuron doctrine’s extension to connectionist architectures (Freeman, 1999; McClelland, 1986; Yuste, 2015).
I contribute to the NTL programme by integrating approaches developed in Cognitive Semantics (Fauconnier, 2009; Fillmore & Baker, 2010; Goldberg, 2006; Langacker, 1987), and by accommodating recent findings in Cognitive Neuroscience (see Kemmerer, 2014). I propose a theoretical framework that positions the experience of coherence as a gestalt simulation. I argue that the impression of coherence arises as a result of neural binding (Büring, 2005; J. Feldman, 2013; Roskies, 1999; Schmidt, 2009).
Replication of Patel, Gibson, Ratner, Besson & Holbomb (1998)Hui Xin Ng
We report a replication of Patel, Gibson, Ratner, Besson & Holbomb (1998). The results of our replication are largely consistent with the conclusions of the original study. We found evidence of a P600 component of the event-related potential (ERP) in response to syntactic violations in language and harmonic inconsistencies in music. There were some minor differences in the spatial distribution of the P600 on the scalp between the replication and the original. The experiment was pre-registered at https://osf.io/g3b5j/register/565fb3678c5e4a66b5582f6
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Language evolution and genomic imprintingWill Brown
For those of you who cannot make my talk on language evolution today at UCL.
http://www.ucl.ac.uk/anthropology/seminars/
To read the forthcoming paper see below:
http://sociogenomics.wordpress.com/?attachment_id=69
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- It presents two experiments conducted with participants from diverse linguistic backgrounds. Experiment 1 had participants rate words for different spatial directions. Experiment 2 had right-handed participants allocate emotion words to different areas of a grid, finding positive words tended towards upper areas and negative words lower areas.
- The results provide support for the valence-space metaphor while also indicating the vertical plane may be more salient than the horizontal plane in how valenced words are spatially allocated. They also found the neutral emotion of "surprise" was mapped to
Deep learning for natural language embeddingsRoelof Pieters
This document discusses approaches to understanding natural language through deep learning techniques. It begins by outlining some of the challenges of language understanding, such as ambiguity and productivity. It then discusses using neural networks for natural language processing tasks like language modeling, sentiment analysis and machine translation. Recurrent and recursive neural networks are presented as approaches to model the compositionality of language. Different methods for obtaining word embeddings like Word2Vec, GloVe and earlier distributional semantic models are also summarized.
This document describes an auditory masked priming study that investigated lexical access in native English speakers with differing familial handedness (FS+ vs FS-). The study presented word and pseudoword targets preceded by related or unrelated primes at varying intervals. Results showed FS+ individuals experienced word repetition priming on average 29 ms, while FS- individuals only showed priming for high frequency words. This suggests FS+ individuals have more efficient isolated lexical processing than FS-.
This study examined how children with Autism Spectrum Disorder engaged with a humanoid robot (Milo) compared to a human therapist. 9 children with ASD between ages 5-14, who were either minimally verbal or fluent, participated. The children's engagement was measured in two conditions: student-led, where the child instructed Milo, and robot-led, where Milo instructed the child. Results found that fluent children engaged more with Milo, especially in the robot-led condition. Both groups engaged little with the therapist. The researchers concluded that robots like Milo could facilitate social engagement and learning for children with ASD. Future research will focus on using robots to help children with ASD understand social situations
1. Elaborate on the coca-cocaine commodity value chain and the ill.docxSONU61709
1. The document discusses a study that evaluated a treatment package for reducing vocal stereotypy in a preschooler with autism. The package included a social story, discrimination training, and differential reinforcement with response cost.
2. The treatment was implemented in the child's preschool classroom by teachers and assistants. Results showed a clear decrease in vocal stereotypy compared to baseline.
3. The summary concludes that the treatment package was effective at reducing vocal stereotypy for this student in the classroom setting.
This document discusses the importance of handwriting in the 21st century and provides strategies to incorporate movement, music, affect, and visual-spatial supports into handwriting instruction. Research shows that handwriting activates areas of the brain involved in reading and impacts academic performance. Sensory experiences and meaningful contexts facilitate learning and memory formation. Movement supports learning through increased brain activation, BDNF production, and stress reduction. Integrating these elements can help all students, including those with special needs, develop strong handwriting skills.
The document describes research on automatically identifying mental states from language text using linguistic features. It presents a machine learning technique called mindprints that uses semantic, syntactic, and valence features to identify eight mental states. The technique achieves near-human level performance on average and exceeds human performance in one case, showing the value of deeper linguistic features for mental state identification.
Slides to present our paper
Sommerauer, Pia, and Antske Fokkens. "Firearms and Tigers are Dangerous, Kitchen Knives and Zebras are Not: Testing whether Word Embeddings Can Tell." In Proceedings of the 2018 EMNLP Workshop BlackboxNLP: Analyzing and Interpreting Neural Networks for NLP, pp. 276-286. 2018.
Cognition 131 (2014) 139–146Contents lists available at ScieWilheminaRossi174
Cognition 131 (2014) 139–146
Contents lists available at ScienceDirect
Cognition
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / C O G N I T
Brief article
Infants use known verbs to learn novel nouns: Evidence
from 15- and 19-month-olds
0010-0277/$ - see front matter � 2014 Elsevier B.V. All rights reserved.
http://dx.doi.org/10.1016/j.cognition.2013.12.014
⇑ Corresponding author. Address: Psychology Department, Northwest-
ern University, 2029 Sheridan Rd., Evanston, IL 60208, USA. Tel.: +1 (847)
467 0727.
E-mail addresses: [email protected] (B. Ferguson), eileengra-
[email protected] (E. Graf), [email protected] (S.R. Waxman).
Brock Ferguson a,⇑, Eileen Graf b, Sandra R. Waxman a
a Northwestern University, Department of Psychology, USA
b University of Chicago Medicine, Department of Surgery, Division of Otolaryngology, USA
a r t i c l e i n f o a b s t r a c t
Article history:
Received 28 May 2013
Revised 23 December 2013
Accepted 27 December 2013
Keywords:
Language development
Word learning
Infants
Nouns
Verbs
Selectional restrictions
Fluent speakers’ representations of verbs include semantic knowledge about the nouns
that can serve as their arguments. These ‘‘selectional restrictions’’ of a verb can in principle
be recruited to learn the meaning of a novel noun. For example, the sentence He ate the car-
ambola licenses the inference that carambola refers to something edible. We ask whether
15- and 19-month-old infants can recruit their nascent verb lexicon to identify the refer-
ents of novel nouns that appear as the verbs’ subjects. We compared infants’ interpretation
of a novel noun (e.g., the dax) in two conditions: one in which dax is presented as the sub-
ject of animate-selecting construction (e.g., The dax is crying), and the other in which dax is
the subject of an animacy-neutral construction (e.g., The dax is right here). Results indicate
that by 19 months, infants use their representations of known verbs to inform the meaning
of a novel noun that appears as its argument.
� 2014 Elsevier B.V. All rights reserved.
1. Introduction
Upon hearing the sentence He ate the carambola, fluent
speakers of English would infer that carambola refers to
something edible. And upon hearing the sentence He ate
his piano, they would assume either that the sentence is
nonsense or that an unconventional eating metaphor has
been invoked. These inferences are guided by the verb eat-
ing’s ‘‘selectional restrictions’’ – the semantic requirements
that this verb places on its arguments (Chomsky, 1965;
Jackendoff, 1990; Katz & Fodor, 1963; Pinker, 1989; Resnik,
1996). In this paper, we ask whether infants can use their
knowledge of verbs’ selectional restrictions to inform the
meaning of a novel noun that appears as its argument.
Although infants occasionally violate selectional
restrictions in their spontaneous productions (Bowerman,
1978, 1982), they nonetheless appreciate the selectional
restrictions of at least s ...
SETBP1 as a novel candidate gene for neurodevelopmental disorders of speech a...Delaina Hawkins
This document summarizes research on the genetics of developmental language disorder (DLD). Some key points:
- A genome-wide association study was conducted in a geographically isolated Russian population with a high prevalence of DLD. The SETBP1 gene was significantly associated with a measure of syntactic complexity.
- Whole exome sequencing of severely affected individuals found variants in several genes involved in neural development, including NT5DC2, NECAB1, ILK, CDH2, TCP10L2, TRIP6 and ENTHD1.
- Further analysis found an association between a polymorphism in the SETBP1 gene and a measure of cohesion in cortical language networks, as measured by
SETBP1 as a novel candidate gene for neurodevelopmental disorders of speech a...Golden Helix Inc
This document summarizes research on the genetics of developmental language disorder (DLD). Some key points:
- A genome-wide association study was conducted in a geographically isolated Russian population with a high prevalence of DLD. The SETBP1 gene was significantly associated with a measure of syntactic complexity.
- Whole exome sequencing of severely affected individuals found variants in several genes involved in neural development, including NT5DC2, NECAB1, ILK, CDH2, TCP10L2, TRIP6 and ENTHD1.
- Further analysis found that a polymorphism in the SETBP1 gene, which had shown the strongest association in the genome-wide study, explained 26
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
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A leslla learner's oral language developmentAndrea DeCapua
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For those of you who cannot make my talk on language evolution today at UCL.
http://www.ucl.ac.uk/anthropology/seminars/
To read the forthcoming paper see below:
http://sociogenomics.wordpress.com/?attachment_id=69
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This document describes an auditory masked priming study that investigated lexical access in native English speakers with differing familial handedness (FS+ vs FS-). The study presented word and pseudoword targets preceded by related or unrelated primes at varying intervals. Results showed FS+ individuals experienced word repetition priming on average 29 ms, while FS- individuals only showed priming for high frequency words. This suggests FS+ individuals have more efficient isolated lexical processing than FS-.
This study examined how children with Autism Spectrum Disorder engaged with a humanoid robot (Milo) compared to a human therapist. 9 children with ASD between ages 5-14, who were either minimally verbal or fluent, participated. The children's engagement was measured in two conditions: student-led, where the child instructed Milo, and robot-led, where Milo instructed the child. Results found that fluent children engaged more with Milo, especially in the robot-led condition. Both groups engaged little with the therapist. The researchers concluded that robots like Milo could facilitate social engagement and learning for children with ASD. Future research will focus on using robots to help children with ASD understand social situations
1. Elaborate on the coca-cocaine commodity value chain and the ill.docxSONU61709
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2. The treatment was implemented in the child's preschool classroom by teachers and assistants. Results showed a clear decrease in vocal stereotypy compared to baseline.
3. The summary concludes that the treatment package was effective at reducing vocal stereotypy for this student in the classroom setting.
This document discusses the importance of handwriting in the 21st century and provides strategies to incorporate movement, music, affect, and visual-spatial supports into handwriting instruction. Research shows that handwriting activates areas of the brain involved in reading and impacts academic performance. Sensory experiences and meaningful contexts facilitate learning and memory formation. Movement supports learning through increased brain activation, BDNF production, and stress reduction. Integrating these elements can help all students, including those with special needs, develop strong handwriting skills.
The document describes research on automatically identifying mental states from language text using linguistic features. It presents a machine learning technique called mindprints that uses semantic, syntactic, and valence features to identify eight mental states. The technique achieves near-human level performance on average and exceeds human performance in one case, showing the value of deeper linguistic features for mental state identification.
Slides to present our paper
Sommerauer, Pia, and Antske Fokkens. "Firearms and Tigers are Dangerous, Kitchen Knives and Zebras are Not: Testing whether Word Embeddings Can Tell." In Proceedings of the 2018 EMNLP Workshop BlackboxNLP: Analyzing and Interpreting Neural Networks for NLP, pp. 276-286. 2018.
Cognition 131 (2014) 139–146Contents lists available at ScieWilheminaRossi174
Cognition 131 (2014) 139–146
Contents lists available at ScienceDirect
Cognition
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / C O G N I T
Brief article
Infants use known verbs to learn novel nouns: Evidence
from 15- and 19-month-olds
0010-0277/$ - see front matter � 2014 Elsevier B.V. All rights reserved.
http://dx.doi.org/10.1016/j.cognition.2013.12.014
⇑ Corresponding author. Address: Psychology Department, Northwest-
ern University, 2029 Sheridan Rd., Evanston, IL 60208, USA. Tel.: +1 (847)
467 0727.
E-mail addresses: [email protected] (B. Ferguson), eileengra-
[email protected] (E. Graf), [email protected] (S.R. Waxman).
Brock Ferguson a,⇑, Eileen Graf b, Sandra R. Waxman a
a Northwestern University, Department of Psychology, USA
b University of Chicago Medicine, Department of Surgery, Division of Otolaryngology, USA
a r t i c l e i n f o a b s t r a c t
Article history:
Received 28 May 2013
Revised 23 December 2013
Accepted 27 December 2013
Keywords:
Language development
Word learning
Infants
Nouns
Verbs
Selectional restrictions
Fluent speakers’ representations of verbs include semantic knowledge about the nouns
that can serve as their arguments. These ‘‘selectional restrictions’’ of a verb can in principle
be recruited to learn the meaning of a novel noun. For example, the sentence He ate the car-
ambola licenses the inference that carambola refers to something edible. We ask whether
15- and 19-month-old infants can recruit their nascent verb lexicon to identify the refer-
ents of novel nouns that appear as the verbs’ subjects. We compared infants’ interpretation
of a novel noun (e.g., the dax) in two conditions: one in which dax is presented as the sub-
ject of animate-selecting construction (e.g., The dax is crying), and the other in which dax is
the subject of an animacy-neutral construction (e.g., The dax is right here). Results indicate
that by 19 months, infants use their representations of known verbs to inform the meaning
of a novel noun that appears as its argument.
� 2014 Elsevier B.V. All rights reserved.
1. Introduction
Upon hearing the sentence He ate the carambola, fluent
speakers of English would infer that carambola refers to
something edible. And upon hearing the sentence He ate
his piano, they would assume either that the sentence is
nonsense or that an unconventional eating metaphor has
been invoked. These inferences are guided by the verb eat-
ing’s ‘‘selectional restrictions’’ – the semantic requirements
that this verb places on its arguments (Chomsky, 1965;
Jackendoff, 1990; Katz & Fodor, 1963; Pinker, 1989; Resnik,
1996). In this paper, we ask whether infants can use their
knowledge of verbs’ selectional restrictions to inform the
meaning of a novel noun that appears as its argument.
Although infants occasionally violate selectional
restrictions in their spontaneous productions (Bowerman,
1978, 1982), they nonetheless appreciate the selectional
restrictions of at least s ...
SETBP1 as a novel candidate gene for neurodevelopmental disorders of speech a...Delaina Hawkins
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- Further analysis found that a polymorphism in the SETBP1 gene, which had shown the strongest association in the genome-wide study, explained 26
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Linguistic and embodied systems in conceptual processing: Role of individual differences
1. Linguistic and embodied systems
in conceptual processing:
Role of individual differences
Pablo Bernabeu
Embodied Cognition Lab
Supervisors: Dermot Lynott, Louise Connell
Lancaster University, 29th Nov 2018
19. Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification
Object orientation effect (classic embodiment effect)
Group replication (Psychological Science Accelerator)
20. Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification
He saw the eagle in the sky
Object orientation effect
Group replication (Psychological Science Accelerator)
21. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification
He saw the eagle in the sky
22. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
23. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification: ‘Was this object in the sentence?’
[INcongruent]
24. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
He saw the eagle in the sky
[INcongruent]
• ORIGINAL RESULTS: Faster responses for congruent trials
25. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002) replicated across 14 languages (NEng = 1,900)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
He saw the eagle in the sky
[INcongruent]
• ORIGINAL RESULTS: Faster responses for congruent trials.
• Interpretation: Mental simulation of orientation while reading
26. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002) replicated across 14 languages (NEng = 1,900)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
He saw the eagle in the sky
[INcongruent]
• ORIGINAL RESULTS: Faster responses for congruent trials.
• Interpretation: Mental simulation of orientation while reading
• ADDITION: Individual differences in spatial cognition,
particularly mental rotation
27. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002) replicated across 14 languages (NEng = 1,900)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
He saw the eagle in the sky
[INcongruent]
• ORIGINAL RESULTS: Faster responses for congruent trials.
• Interpretation: Mental simulation of orientation while reading
• ADDITION: Individual differences in spatial cognition,
particularly mental rotation
28. Object orientation effect
Group replication (Psychological Science Accelerator)
Zwaan, Stanfield, and Yaxley (2002) replicated across 14 languages (NEng = 1,900)
Sentence-picture verification: ‘Was this object in the sentence?’
[congruent]
He saw the eagle in the sky
[INcongruent]
• ORIGINAL RESULTS: Faster responses for congruent trials.
• Interpretation: Mental simulation of orientation while reading
• ADDITION: Individual differences in spatial cognition,
particularly mental rotation
From mercercognitivepsychology.pbworks.com
29. Psychological Science Accelerator
• Openly sourced projects, from pre-registration through testing etc.
• Aims: more robust analysis, super-sized samples
• Open for publishing project or just collaborating
• Materials and procedure created by lead lab, used by all others
(translated to each language)
30. DOG DOG
PARADOX PARADOX
GRAB GRAB
CORPUS: Populations (Louwerse & Zwaan, 2009)
RT: animals, body, geogra. (Lund & Burgess, 1996) *
BRAIN: Voxel-level neural activation predicted
by distributional statistics (Mitchell et al, 2008)
! Symbol-grounding problem
Latent Semantic Analysis (http:// lsa.colorado.edu)
EMOTIONAL Kousta et al (2011) * YES/NO
MOTOR Willems et al (2011)
SENSORY Hald et al (2011)
Simmons et al (2007)
(Hickok, 2014; Willems &
Francken, 2012; Mahon &
Caramazza, 2008)
pet irony take
walk text force
cute surprise coffee
Distributional semantics Embodied cognition
‘Green’
! Causality question
31. DOG DOG
PARADOX PARADOX
GRAB GRAB
CORPUS: Populations (Louwerse & Zwaan, 2009)
RT: animals, body, geogra. (Lund & Burgess, 1996) *
BRAIN: Voxel-level neural activation predicted
by distributional statistics (Mitchell et al, 2008)
! Symbol-grounding problem
Latent Semantic Analysis (http:// lsa.colorado.edu)
EMOTIONAL Kousta et al (2011) * YES/NO
MOTOR Willems et al (2011)
SENSORY Hald et al (2011)
Simmons et al (2007)
(Hickok, 2014; Willems &
Francken, 2012; Mahon &
Caramazza, 2008)
pet irony take
walk text force
cute surprise coffee
Distributional semantics Embodied cognition
‘Green’
! Causality question
DOG DOG
PARADOX PARADOX
GRAB GRAB
32. Linguistic and embodied interplay
• Linguistic co-occurrences processed before perceptual relationships
Production (Santos et al., 2011) & comprehension (Louwerse & Connell, 2013)
33. • Linguistic co-occurrences processed before perceptual relationships
Production (Santos et al., 2011) & comprehension (Louwerse & Connell, 2013)
• Depth of semantics: Language enough for shallow tasks, whereas
simulation necessary for deeper tasks
Sensibility judgment vs interpretation (Connell & Lynott, 2013)
Linguistic and embodied interplay
34. • Linguistic co-occurrences processed before perceptual relationships
Production (Santos et al., 2011) & comprehension (Louwerse & Connell, 2013)
• Depth of semantics: Language enough for shallow tasks, whereas
simulation necessary for deeper tasks
Sensibility judgment vs interpretation (Connell & Lynott, 2013)
• Visualisers & verbalisers (Dils & Boroditsky, 2010)
Linguistic and embodied interplay
35. • Linguistic co-occurrences processed before perceptual relationships
Production (Santos et al., 2011) & comprehension (Louwerse & Connell, 2013)
• Depth of semantics: Language enough for shallow tasks, whereas
simulation necessary for deeper tasks
Sensibility judgment vs interpretation (Connell & Lynott, 2013)
• Visualisers & verbalisers (Dils & Boroditsky, 2010)
• Motor expertise (Beilock et al., 2008)
• Linguistic expertise (Pexman & Yap, 2018)
Linguistic and embodied interplay
36. Linguistic and embodied interplay
• Linguistic co-occurrences processed before perceptual relationships
Production (Santos et al., 2011) & comprehension (Louwerse & Connell, 2013)
• Depth of semantics: Language enough for shallow tasks, whereas
simulation necessary for deeper tasks
Sensibility judgment vs interpretation (Connell & Lynott, 2013)
• Visualisers & verbalisers (Dils & Boroditsky, 2010)
• Motor expertise (Beilock et al., 2008)
• Linguistic expertise (Pexman & Yap, 2018)
• Gender (Hutchinson & Louwerse, 2013)
41. Task and stimulus variables extensively probed;
turn to individual differences.
42. Task and stimulus variables extensively probed;
turn to individual differences.
Summing up: current degrees of knowledge
43. Task and stimulus variables extensively probed;
turn to individual differences.
Summing up: current degrees of knowledge
44. Task and stimulus variables extensively probed;
turn to individual differences.
Summing up: current degrees of knowledge
• General patterns in linguistic and embodied system
45. Task and stimulus variables extensively probed;
turn to individual differences.
Summing up: current degrees of knowledge
• General patterns in linguistic and embodied system
• Individual variability
46. Task and stimulus variables extensively probed;
turn to individual differences.
Summing up: current degrees of knowledge
• General patterns in linguistic and embodied system
• Individual variability
• Interaction between individual differences and both systems
49. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
50. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
51. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
• Task and stimulus variables alongside individual differences
52. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
• Task and stimulus variables alongside individual differences
• Individual differences collected after the core experimental tasks
53. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
• Task and stimulus variables alongside individual differences
• Individual differences collected after the core experimental tasks
• Linguistic: lexical decision, vocabulary size, reading and writing habits…
54. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
• Task and stimulus variables alongside individual differences
• Individual differences collected after the core experimental tasks
• Linguistic: lexical decision, vocabulary size, reading and writing habits…
• Sensory, motor, affective: spatial cognitive skills, exercising habits…
55. Individual differences
Influence of individuals’ linguistic and perceptual traits on the
interplay between linguistic and embodied systems.
• Process of interest: post-lexical conceptual processing
• Paradigms: reading comprehension and perceptual simulation
• Tasks: shallower and deeper semantic tasks
(sensibility, concreteness, interpretation judgments)
• Task and stimulus variables alongside individual differences
• Individual differences collected after the core experimental tasks
• Linguistic: lexical decision, vocabulary size, reading and writing habits…
• Sensory, motor, affective: spatial cognitive skills, exercising habits…
• General cognitive: cognitive control (e.g., AX-CPT task), IQ…
57. Literature-based hypotheses
Linguistic individual differences:
Higher skill Faster RT in semantic tasks (Pexman & Yap, 2018)
Sensory, motor, affective individual differences:
Higher skill More perceptual simulation in semantic tasks
(Dils & Boroditsky, 2010)
58. Literature-based hypotheses
Linguistic individual differences:
Higher skill Faster RT in semantic tasks (Pexman & Yap, 2018)
Sensory, motor, affective individual differences:
Higher skill More perceptual simulation in semantic tasks
(Dils & Boroditsky, 2010)
Time
59. Literature-based hypotheses
Linguistic individual differences:
Higher skill Faster RT in semantic tasks (Pexman & Yap, 2018)
Sensory, motor, affective individual differences:
Higher skill More perceptual simulation in semantic tasks
(Dils & Boroditsky, 2010)
Time
60. Literature-based hypotheses
Linguistic individual differences:
Higher skill Faster RT in semantic tasks (Pexman & Yap, 2018)
Sensory, motor, affective individual differences:
Higher skill More perceptual simulation in semantic tasks
(Dils & Boroditsky, 2010)
Simulation
Time
61. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
62. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan et
al., 2002)—matching advantage.
63. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan et
al., 2002)—matching advantage. Add individual differences analysis.
64. Hypotheses 1.1
MAIN EFFECT: Replication of original matching advantage
INTERACTION:
Greater perceptual experience Larger matching advantage
65. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
- Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan
et al., 2002)—matching advantage? Add individual differences analysis.
- Experiment 1.2: Participants generate properties for a concept (Santos et al.,
2011)—linguistic relations earlier, perceptual relations later?
66. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
- Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan
et al., 2002)—matching advantage? Add individual differences analysis.
- Experiment 1.2: Participants generate properties for a concept (Santos et al.,
2011)—linguistic relations earlier, perceptual relations later? + Ind. Diffs.
67. Hypotheses 1.2
Replication of original Time – System interaction:
Linguistic relations produced earlier, perceptual relations later
System – Individual differences interaction:
• Greater linguistic experience More linguistic relations
throughout time course
• Greater perceptual experience More perceptual relations
throughout time course
68. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
- Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan
et al., 2002)—matching advantage? Add individual differences analysis.
- Experiment 1.2: Participants generate properties for a concept (Santos et al.,
2011)—linguistic relations earlier, perceptual relations later? + Ind. Diffs.
Phase 2: Causality of each system and individual differences [In lab]
Essential: Online measurement as semantic processing unfolds.
69. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
- Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan
et al., 2002)—matching advantage? Add individual differences analysis.
- Experiment 1.2: Participants generate properties for a concept (Santos et al.,
2011)—linguistic relations earlier, perceptual relations later? + Ind. Diffs.
Phase 2: Causality of each system and individual differences [In lab]
Essential: Online measurement as semantic processing unfolds.
- Experiment 2.1. Tasks: (1) Is this an actual word? | (2) How concrete is it?
TMS: Linguistic and perceptual resources briefly impaired right during task,
tapping into systems’ functional roles (Devlin et al., 2003; Vukovic et al., 2017).
Semantics impaired?
70. Project plan
Phase 1: Individual variability and systems compatibility [On Internet]
Essential: Relative analysis across participants and conditions. Validates off-line measurement.
- Experiment 1.1: Akin to sentence-picture verification paradigm (above; Zwaan
et al., 2002)—matching advantage? Add individual differences analysis.
- Experiment 1.2: Participants generate properties for a concept (Santos et al.,
2011)—linguistic relations earlier, perceptual relations later? + Ind. Diffs.
Phase 2: Causality of each system and individual differences [In lab]
Essential: Online measurement as semantic processing unfolds.
- Experiment 2.1. Tasks: (1) Is this an actual word? | (2) How concrete is it?
TMS: Linguistic and perceptual resources briefly impaired right during task,
tapping into systems’ functional roles (Devlin et al., 2003; Vukovic et al., 2017).
Semantics impaired? + Interaction with individual differences analysed.
71. Hypotheses 2.1
Replication of original System – Task interaction:
Reducing motor resources impairs semantic but not lexical processing
System – Task – Individual differences interaction:
• Reducing linguistic resources impairs semantic processing
for verbalisers but not for others.
72. Barsalou, Santos, Simmons, & Wilson (2008) Language and simulation in conceptual processing…
Bernabeu, Willems, & Louwerse (2017) Modality switch effects emerge early and increase…
Collins, Pecher, Zeelenberg, & Coulson (2011) Modality Switching in a Property Verification …
Connell & Lynott (2013) Flexible and fast: Linguistic shortcut affects both shallow and deep …
Devlin, Matthews, & Rushworth (2003) Semantic processing in the left inferior cortex: a …
Dils & Boroditsky (2010) Visual motion aftereffect from understanding language.
Hald, Marshall, Janssen, & Garnham (2011) Switching Modalities in A Sentence Verification …
Hickok (2014) The myth of mirror neurons: The real neuroscience of communication and ...
Louwerse & Connell (2009) A taste of words: Linguistic context and perceptual simulation …
Louwerse & Zwaan (2009) Language encodes geographical information.
Lund & Burgess (1996) Producing high-dimensional semantic spaces from lexical cooccurrence.
Lynott & Connell (2009) Modality exclusivity norms for 423 object properties.
References (1/2)
73. Mahon & Caramazza (2008) A critical look at the embodied cognition hypothesis and a new …
Mitchell, Shinkareva, Carlson, Chang, Malave, … Mason (2008) Predicting human brain …
Pecher, Zeelenberg, & Barsalou (2003) Verifying different-modality properties for concepts …
Pulvermuller (2013) How neurons make meaning: brain mechanisms for embodied and abstract…
Santos, Chaigneau, Simmons,, & Barsalou (2011) Property generation reflects word association…
Simmons, Hamann, Harenski, Hu, & Barsalou (2008) fMRI evidence for word association and …
Simmons, Ramjee, Beauchamp, McRae, Martin, & Barsalou (2007) A common neural substrate …
Vukovic, Feurra, Shpektor, Myachykov, & Shtyrov (2017) Primary motor cortex functionally …
Willems & Francken (2012) Embodied cognition: taking the next step.
Willems, Labruna, D’Esposito, Ivry, & Casasanto (2011) A functional role for the motor system …
Zwaan, Stanfield, & Yaxley (2002) Language Comprehenders Mentally Represent the Shapes of…
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