Have a personal or library account? Click to login
Consensus Paper: Situated and Embodied Language Acquisition Cover

Consensus Paper: Situated and Embodied Language Acquisition

Open Access
|Oct 2023

References

  1. Adamson, L. B., Bakeman, R., & Brandon, B. (2015). How parents introduce new words to young children: The influence of development and developmental disorders. Infant Behavior & Development, 39, 148158. DOI: 10.1016/j.infbeh.2015.02.008
  2. Albaret, J.-M., & de Castelnau, P. (2009). Place des troubles de la motricité dans les troubles spécifiques du langage oral. Développements, 1, 513. DOI: 10.3917/devel.001.0005
  3. Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development, 92(2), 484501. DOI: 10.1111/cdev.13508
  4. Andrews, M., Vigliocco, G., & Vinson, D. (2009). Integrating experiential and distributional data to learn semantic representations. Psychological Review, 116(3), 463498. DOI: 10.1037/a0016261
  5. Bar, M. (2004). Visual objects in context. Nature Reviews Neuroscience, 5(8), 617629. DOI: 10.1038/nrn1476
  6. Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577660. DOI: 10.1017/S0140525X99002149
  7. Barsalou, L. W., & Wiemer-Hastings, K. (2005). Situating abstract concepts. In D. Pecher & R. A. Zwaan (Eds.), Grounding cognition: The role of perception and action in memory, language, and thinking (pp. 129163). Cambridge University Press. DOI: 10.1017/CBO9780511499968.007
  8. Beecher, C. C., & Van Pay, C. K. (2020). Investigation of the effectiveness of a community-based parent education program to engage families in increasing language interactions with their children. Early Childhood Research Quarterly, 53, 453463. DOI: 10.1016/j.ecresq.2020.04.001
  9. Borghi, A. M., Caramelli, N., & Setti, A. (2005). Conceptual information on objects’ locations. Brain and Language, 93(2), 140151. DOI: 10.1016/j.bandl.2004.09.004
  10. Brunyé, T. T., Walters, E. K., Ditman, T., Gagnon, S. A., Mahoney, C. R., & Taylor, H. A. (2012). The fabric of thought: Priming tactile properties during reading influences direct tactile perception. Cognitive Science, 36(8), 14491467. DOI: 10.1111/j.1551-6709.2012.01268.x
  11. Burgoyne, K., Gardner, R., Whiteley, H., Snowling, M. J., & Hulme, C. (2018). Evaluation of a parent-delivered early language enrichment programme: Evidence from a randomised controlled trial. Journal of Child Psychology and Psychiatry, 59(5), 545555. DOI: 10.1111/jcpp.12819
  12. Cartmill, E. A., Armstrong Iii, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences of the United States of America, 110(28), 1127811283. DOI: 10.1073/pnas.1309518110
  13. da Silva, R. L., Labrecque, D., Caromano, F. A., Higgins, J., & Frak, V. (2018). Manual action verbs modulate the grip force of each hand in unimanual or symmetrical bimanual tasks. PLoS One, 13(2), e0192320e0192320. DOI: 10.1371/journal.pone.0192320
  14. De Brigard, F., Umanath, S., & Irish, M. (2022). Rethinking the distinction between episodic and semantic memory: Insights from the past, present, and future. Memory & Cognition, 50(3), 459463. DOI: 10.3758/s13421-022-01299-x
  15. de Koning, B. B., Bos, L. T., Wassenburg, S. I., & van der Schoot, M. (2017). Effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29(4), 869889. DOI: 10.1007/s10648-016-9380-4
  16. de Koning, B. B., Wassenburg, S. I., Bos, L. T., & Van der Schoot, M. (2017). Size does matter: Implied object size is mentally simulated during language comprehension. Discourse Processes, 54(7), 493503. DOI: 10.1080/0163853X.2015.1119604
  17. Dreyer, F. R., & Pulvermüller, F. (2018). Abstract semantics in the motor system? – An event-related fMRI study on passive reading of semantic word categories carrying abstract emotional and mental meaning. Cortex, 100, 5270. DOI: 10.1016/j.cortex.2017.10.021
  18. Elmquist, M., Finestack, L. H., Kriese, A., Lease, E. M., & McConnell, S. R. (2020). Parent education to improve early language development: A preliminary evaluation of LENA Start™. Journal of Child Language (pp. 129). DOI: 10.1017/S0305000920000458
  19. Engelen, J. A. A., Bouwmeester, S., de Bruin, A. B. H., & Zwaan, R. A. (2011). Perceptual simulation in developing language comprehension. Journal of Experimental Child Psychology, 110(4), 659675. DOI: 10.1016/j.jecp.2011.06.009
  20. Espey, L., Ghio, M., Bellebaum, C., & Bechtold, L. (2023). That means something to me: How linguistic and emotional experience affect the acquisition, representation, and processing of novel abstract concepts. Journal of Experimental Psychology: Learning, Memory, and Cognition. DOI: 10.1037/xlm0001236
  21. Flapper, B. C. T., & Schoemaker, M. M. (2013). Developmental coordination disorder in children with specific language impairment: Co-morbidity and impact on quality of life. Research in Developmental Disabilities, 34(2), 756763. DOI: 10.1016/j.ridd.2012.10.014
  22. Frak, V., Labrecque, D., & Cohen, H. (2021). Action verbs drive motor activity in adolescents but not in children. Brain and Cognition, 148, 105673105673. DOI: 10.1016/j.bandc.2020.105673
  23. Frak, V., Nazir, T., Goyette, M., Cohen, H., & Jeannerod, M. (2010). Grip force is part of the semantic representation of manual action verbs. PLoS One, 5(3), e9728e9728. DOI: 10.1371/journal.pone.0009728
  24. Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervag, A., Snowling, M. J., & Hulme, C. (2017). The efficacy of early language intervention in mainstream school settings: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 58(10), 11411151. DOI: 10.1111/jcpp.12737
  25. Friedrich, M., Mölle, M., Friederici, A. D., & Born, J. (2020). Sleep-dependent memory consolidation in infants protects new episodic memories from existing semantic memories. Nature Communications, 11(1), 12981298. DOI: 10.1038/s41467-020-14850-8
  26. Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142(4). DOI: 10.1542/peds.2017-4276
  27. Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1(1), 2364. DOI: 10.1207/s15473341lld0101_4
  28. Glenberg, A. M. (2015). Few believe the world is flat: How embodiment is changing the scientific understanding of cognition. Canadian Journal of Experimental Psychology, 69(2), 165171. DOI: 10.1037/cep0000056
  29. Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32(3), 389399. DOI: 10.1016/j.cedpsych.2006.03.001
  30. Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-Lemonda, C. S., & Hirsh-Pasek, K. (2019). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90(3), 985992. DOI: 10.1111/cdev.13128
  31. Gómez, L. E., Badilla, M. G., Restrepo, M. L., Walker, E., & Glenberg, A. M. (2023). Embodied activity enhances young children’s STEM comprehension and vocabulary acquisition [Manuscript submitted for publication]. Department of Educational Psychology, Ball State University.
  32. Gómez, L. E., & Glenberg, A. M. (2021, September 20–29). Two types of embodied action improve children’s informational text comprehension [Conference presentation]. Embodied and Situated Language Processing Conference: Current Directions and Future Perspectives, Pavia, Italy.
  33. González, J., Barros-Loscertales, A., Pulvermüller, F., Meseguer, V., Sanjuán, A., Belloch, V., & Ávila, C. (2006). Reading cinnamon activates olfactory brain regions. NEUROIMAGE, 32(2), 906912. DOI: 10.1016/j.neuroimage.2006.03.037
  34. Guellaï, B., Streri, A., & Yeung, H. H. (2014). The development of sensorimotor influences in the audiovisual speech domain: Some critical questions. Frontiers in Psychology, 5, 812812. DOI: 10.3389/fpsyg.2014.00812
  35. Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 10961105. DOI: 10.1037/0012-1649.28.6.1096
  36. Hauf, J. E. K., Nieding, G., & Seger, B. T. (2020). The development of dynamic perceptual simulations during sentence comprehension. Cognitive Processing, 21(2), 197208. DOI: 10.1007/s10339-020-00959-7
  37. Hauk, O., Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41(2), 301307. DOI: 10.1016/S0896-6273(03)00838-9
  38. Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751763. DOI: 10.1037/edu0000321
  39. Hommel, B., Müsseler, J., Aschersleben, G., & Prinz, W. (2001). The theory of event coding (TEC): A framework for perception and action planning. Behavioral and Brain Sciences, 24(5), 849878. DOI: 10.1017/S0140525X01000103
  40. Horchak, O. V., & Garrido, M. V. (2022). Simulating background settings during spoken and written sentence comprehension. Psychonomic Bulletin & Review. DOI: 10.3758/s13423-022-02061-9
  41. Horchak, O. V., Giger, J.-C., Cabral, M., & Pochwatko, G. (2014). From demonstration to theory in embodied language comprehension: A review. Cognitive Systems Research 2930, 66–85. DOI: 10.1016/j.cogsys.2013.09.002
  42. Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler verb production. Journal of Child Language, 44(1), 6386. DOI: 10.1017/S0305000915000690
  43. Huettig, F., Rommers, J., & Meyer, A. S. (2011). Using the visual world paradigm to study language processing: A review and critical evaluation. Acta Psychologica, 137(2), 151171. DOI: 10.1016/j.actpsy.2010.11.003
  44. Hupp, J. M., Jungers, M. K., Porter, B. L., & Plunkett, B. A. (2020). The implied shape of an object in adults’ and children’s visual representations. Journal of Cognition and Development, 21(3), 368382. DOI: 10.1080/15248372.2020.1741362
  45. Inkster, M., Wellsby, M., Lloyd, E., & Pexman, P. M. (2016). Development of embodied word meanings: Sensorimotor effects in children’s lexical processing. Frontiers in Psychology, 7. DOI: 10.3389/fpsyg.2016.00317
  46. Juárez, P.-G. F., Labrecque, D., & Frak, V. (2019). Assessing language-induced motor activity through Event Related Potentials and the Grip Force Sensor, an exploratory study. Brain and Cognition, 135, 103572103572. DOI: 10.1016/j.bandc.2019.05.010
  47. Kelly, S. D., Özyürek, A., & Maris, E. (2010). Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21(2), 260267. DOI: 10.1177/0956797609357327
  48. Knoeferle, P., & Guerra, E. (2016). Visually Situated Language Comprehension. Language and Linguistics Compass, 10(2), 6682. DOI: 10.1111/lnc3.12177
  49. Labrecque, D., Frak, C., & Frak, V. (2021, September 20–29). Exploring the motor grounding hypothesis in patients with Developmental Language Disorder [Conference presentation]. Embodied and Situated Language Processing Conference: Current Directions and Future Perspectives, Pavia, Italy.
  50. Laing, C. E. (2014). A phonological analysis of onomatopoeia in early word production. First Language, 34(5), 387405. DOI: 10.1177/0142723714550110
  51. Lana, N., & Kuperman, V. (in press). Learning concrete and abstract novel words in emotional contexts: Evidence from incidental vocabulary learning. Language Learning and Development.
  52. Leonard, H. C. (2016). The impact of poor motor skills on perceptual, social and cognitive development: The case of developmental coordination disorder. Frontiers in Psychology, 7, 311311. DOI: 10.3389/fpsyg.2016.00311
  53. Lund, T. C., Sidhu, D. M., & Pexman, P. (2019). Sensitivity to emotion information in children’s lexical processing. Cognition, 190, 6171. DOI: 10.1016/j.cognition.2019.04.017
  54. Lynott, D., Connell, L., Brysbaert, M., Brand, J., & Carney, J. (2020). The Lancaster Sensorimotor Norms: Multidimensional measures of perceptual and action strength for 40,000 English words. Behavior Research Methods, 52(3), 12711291. DOI: 10.3758/s13428-019-01316-z
  55. Macedonia, M., Lehner, A. E., & Repetto, C. (2020). Positive effects of grasping virtual objects on memory for novel words in a second language. Scientific Reports, 10(1), 1076010760. DOI: 10.1038/s41598-020-67539-9
  56. Maguire, E. A., & Mullally, S. L. (2013). The hippocampus: A manifesto for change. Journal of Experimental Psychology, 142(4), 11801189. DOI: 10.1037/a0033650
  57. McMurray, B., Apfelbaum, K. S., & Tomblin, J. B. (2022). The slow development of real-time processing: Spoken-word recognition as a crucible for new thinking about language acquisition and language disorders. Current Directions in Psychological Science, 31(4), 305315. DOI: 10.1177/09637214221078325
  58. Meteyard, L., Bahrami, B., & Vigliocco, G. (2007). Motion detection and motion verbs: Language affects low-level visual perception. Psychological Science, 18(11), 10071013. DOI: 10.1111/j.1467-9280.2007.02016.x
  59. Meteyard, L., Cuadrado, S. R., Bahrami, B., & Vigliocco, G. V. (2012). Coming of age: A review of embodiment and the neuroscience of semantics. Cortex, 48(7), 788804. DOI: 10.1016/j.cortex.2010.11.002
  60. Meteyard, L., Zokaei, N., Bahrami, B., & Vigliocco, G. (2008). Visual motion interferes with lexical decision on motion words. Current Biology, 18(17), R732R733. DOI: 10.1016/j.cub.2008.07.016
  61. Morey, R. D., Kaschak, M. P., Díez-Álamo, A. M., Glenberg, A. M., Zwaan, R. A., Lakens, D., Ibáñez, A., García, A., Gianelli, C., Jones, J. L., Madden, J., Alifano, F., Bergen, B., Bloxsom, N. G., Bub, D. N., Cai, Z. G., Chartier, C. R., Chatterjee, A., Conwell, E., … Ziv-Crispel, N. (2022). A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE). Psychonomic Bulletin & Review, 29(2), 613626. DOI: 10.3758/s13423-021-01927-8
  62. Moscovitch, M., Nadel, L., Winocur, G., Gilboa, A., & Rosenbaum, R. S. (2006). The cognitive neuroscience of remote episodic, semantic and spatial memory. Current Opinion in Neurobiology, 16(2), 179190. DOI: 10.1016/j.conb.2006.03.013
  63. Motamedi, Y., Murgiano, M., Grzyb, B., Gu, Y., Kewenig, V., Brieke, R., Marshall, C., Wonnacott, E., Perniss, P., & Vigliocco, G. (2022). Language development beyond the here-and-now: Iconicity and displacement in child-directed communication [Manuscript submitted for publication]. DOI: 10.31234/osf.io/8rdmj
  64. Muraki, E. J., Siddiqui, I. A., & Pexman, P. M. (2022). Quantifying children’s sensorimotor experience: Child body-object interaction ratings for 3359 English words. Behavior Research Methods. DOI: 10.3758/s13428-022-01798-4
  65. Murgiano, M., Motamedi, Y., & Vigliocco, G. (2021). Situating language in the real-world: The role of multimodal iconicity and indexicality. Journal of Cognition, 4(1), 38. DOI: 10.5334/joc.113
  66. Nomikou, I., & Rohlfing, K. J. (2011). Language does something: Body action and language in maternal input to three-month-llds. IEEE Transactions on Autonomous Mental Development, 3(2), 113128. DOI: 10.1109/TAMD.2011.2140113
  67. Özçalışkan, Ş., & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96(3), B101B113. DOI: 10.1016/j.cognition.2005.01.001
  68. Pecher, D., Zeelenberg, R., & Barsalou, L. W. (2003). Verifying different-modality properties for concepts produces switching costs. Psychological Science, 14(2), 119124. DOI: 10.1111/1467-9280.t01-1-01429
  69. Pereira, A., Smith, L., & Yu, C. (2014). A bottom-up view of toddler word learning. Psychonomic Bulletin & Review, 21(1), 178185. DOI: 10.3758/s13423-013-0466-4
  70. Perniss, P., & Vigliocco, G. (2014). The bridge of iconicity: From a world of experience to the experience of language. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1654), 20140179. DOI: 10.1098/rstb.2014.0179
  71. Perniss, P., Vinson, D., & Vigliocco, G. (2020). Making sense of the hands and mouth: The role of “secondary” cues to meaning in british sign language and english. Cognitive Science, 44(7), e12868n/a. DOI: 10.1111/cogs.12868
  72. Pexman, P. M. (2019). The role of embodiment in conceptual development. Language, Cognition and Neuroscience (pp. 110). DOI: 10.1080/23273798.2017.1303522
  73. Pexman, P. M., Hargreaves, I. S., Siakaluk, P. D., Bodner, G. E., & Pope, J. (2008). There are many ways to be rich: Effects of three measures of semantic richness on visual word recognition. Psychonomic Bulletin & Review, 15(1), 161167. DOI: 10.3758/PBR.15.1.161
  74. Ponari, M., Norbury, C., & Vigliocco, G. (2018). Acquisition of abstract concepts is influenced by emotional valence. Developmental Science, 21(2). DOI: 10.1111/desc.12549
  75. Pulvermüller, F., Härle, M., & Hummel, F. (2001). Walking or Talking?: Behavioral and Neurophysiological Correlates of Action Verb Processing. Brain and Language, 78(2), 143168. DOI: 10.1006/brln.2000.2390
  76. Reggin, L. D., Muraki, E. J., & Pexman, P. M. (2021). Development of abstract word knowledge. Frontiers in Psychology, 12, 686478686478. DOI: 10.3389/fpsyg.2021.686478
  77. Renoult, L., & Rugg, M. D. (2020). An historical perspective on Endel Tulving’s episodic-semantic distinction. Neuropsychologia, 139, 107366107366. DOI: 10.1016/j.neuropsychologia.2020.107366
  78. Rizzolatti, G., & Fabbri-Destro, M. (2009). Mirror neurons: From discovery to autism. Experimental Brain Research, 200(3–4), 223237. DOI: 10.1007/s00221-009-2002-3
  79. Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science. DOI: 10.1111/j.1467-7687.2008.00764.x
  80. Rowe, M. L., Özçalışkan, Ş., & Goldin-Meadow, S. (2008). Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 28(2), 182199. DOI: 10.1177/0142723707088310
  81. Schwarz, A. L., Van Kleeck, A., Maguire, M. J., & Abdi, H. (2017). Do acting out verbs with dolls and comparison learning between scenes boost toddlers’ verb comprehension? Journal of Child Language, 44(3), 719733. DOI: 10.1017/S0305000916000076
  82. Seger, B. T., Hauf, J. E. K., & Nieding, G. (2020). Perceptual simulation of vertical object movement during comprehension of auditory and audiovisual text in children and adults. Discourse Processes, 57(5–6), 460472. DOI: 10.1080/0163853X.2020.1755801
  83. Sheldon, S., & Moscovitch, M. (2012). The nature and time-course of medial temporal lobe contributions to semantic retrieval: An fMRI study on verbal fluency. Hippocampus, 22(6), 14511466. DOI: 10.1002/hipo.20985
  84. Siakaluk, P. D., Pexman, P. M., Sears, C. R., Wilson, K., Locheed, K., & Owen, W. J. (2008). The benefits of sensorimotor knowledge: Body–object interaction facilitates semantic processing. Cognitive Science, 32(3), 591605. DOI: 10.1080/03640210802035399
  85. Skipper, J. I., Devlin, J. T., & Lametti, D. R. (2017). The hearing ear is always found close to the speaking tongue: Review of the role of the motor system in speech perception. Brain and Language, 164, 77105. DOI: 10.1016/j.bandl.2016.10.004
  86. Smith, L., & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106(3), 15581568. DOI: 10.1016/j.cognition.2007.06.010
  87. Smith, L. B. (2005). Action alters shape categories. Cognitive Science, 29, 665679. DOI: 10.1207/s15516709cog0000_13
  88. Smith, L. B., Maouene, J., & Hidaka, S. (2007). The body and children’s word learning. In J. M. Plumert & J. P. Spencer (Eds.), The Emerging Spatial Mind (pp. 168192). Oxford University Press. DOI: 10.1093/acprof:oso/9780195189223.003.0008
  89. Snefjella, B., & Kuperman, V. (2016). It’s all in the delivery: Effects of context valence, arousal, and concreteness on visual word processing. Cognition, 156, 135146. DOI: 10.1016/j.cognition.2016.07.010
  90. Snefjella, B., Lana, N., & Kuperman, V. (2020). How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language, 115, 104171. DOI: 10.1016/j.jml.2020.104171
  91. Speed, L. J., & Majid, A. (2020). Grounding language in the neglected senses of touch, taste, and smell. Cognitive Neuropsychology, 37(5–6), 363392. DOI: 10.1080/02643294.2019.1623188
  92. Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 8295. DOI: 10.1016/j.cogdev.2018.04.005
  93. Tanenhaus, M. K., Magnuson, J. S., Dahan, D., & Chambers, C. (2000). Eye movements and lexical access in spoken-language comprehension: Evaluating a linking hypothesis between fixations and linguistic processing. Journal of Psycholinguistic Research, 29(6), 557580. DOI: 10.1023/A:1026464108329
  94. Tettamanti, M., Buccino, G., Saccuman, M. C., Gallese, V., Danna, M., Scifo, P., Fazio, F., Rizzolatti, G., Cappa, S. F., & Perani, D. (2005). Listening to action-related sentences activates fronto-parietal motor circuits. Journal of Cognitive Neuroscience 17(2), 273281. DOI: 10.1162/0898929053124965
  95. Vigliocco, G., Convertino, L., De Felice, S., Gregorians, L., Kewenig, V., Mueller, M. A., Veselic, S., Musolesi, M., Hudson-Smith, A., & Tyler, N. (2023). Ecological brain: Reframing the study of human behaviour and cognition [Manuscript submitted for publication]. DOI: 10.31234/osf.io/zr4nm
  96. Vigliocco, G., Meteyard, L., Andrews, M., & Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1(2), 219247. DOI: 10.1515/LANGCOG.2009.011
  97. Vigliocco, G., Motamedi, Y., Murgiano, M., Wonnacott, E., Marshall, C., Milán-Maillo, I., & Perniss, P. (2019). Onomatopoeia, gestures, actions and words: How do caregivers use multimodal cues in their communication to children? Proceedings of the 41st Annual Conference of the Cognitive Society, Montreal, QC. DOI: 10.31234/osf.io/v263k
  98. Vogt, A., Kaup, B., & Dudschig, C. (2019). When words are upside down: Language–space associations in children and adults. Journal of Experimental Child Psychology, 186, 142158. DOI: 10.1016/j.jecp.2019.06.001
  99. Wellman, H. M., Harris, P. L., Banerjee, M., & Sinclair, A. (1995). Early understanding of emotion: Evidence from natural language. Cognition and Emotion, 9(2–3), 117149. DOI: 10.1080/02699939508409005
  100. Wellsby, M., & Pexman, P. M. (2014a). Developing embodied cognition: Insights from children’s concepts and language processing. Frontiers in Psychology, 5, 110. DOI: 10.3389/fpsyg.2014.00506
  101. Wellsby, M., & Pexman, P. M. (2014b). The influence of bodily experience on children’s language processing. Topics in Cognitive Science, 6(3), 425441. DOI: 10.1111/tops.12092
  102. Wellsby, M., & Pexman, P. M. (2019). Learning labels for objects: Does degree of sensorimotor experience matter? Languages, 4(1), 3. DOI: 10.3390/languages4010003
  103. Wellsby, M., Siakaluk, P. D., Owen, W. J., & Pexman, P. M. (2011). Embodied semantic processing: The body-object interaction effect in a non-manual task. Language and Cognition, 3(1), 114. DOI: 10.1515/langcog.2011.001
  104. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625636. DOI: 10.3758/BF03196322
  105. Wu, L.-l., & Barsalou, L. W. (2009). Perceptual simulation in conceptual combination: Evidence from property generation. Acta Psychologica, 132(2), 173189. DOI: 10.1016/j.actpsy.2009.02.002
  106. Yap, M. J., Tan, S. E., Pexman, P. M., & Hargreaves, I. S. (2011). Is more always better? Effects of semantic richness on lexical decision, speeded pronunciation, and semantic classification. Psychonomic Bulletin & Review, 18(4), 742750. DOI: 10.3758/s13423-011-0092-y
  107. Yaxley, R. H., & Zwaan, R. A. (2007). Simulating visibility during language comprehension. Cognition, 105(1), 229236. DOI: 10.1016/j.cognition.2006.09.003
  108. Yee, E., & Thompson-Schill, S. L. (2016). Putting concepts into context. Psychonomic Bulletin & Review, 23(4), 10151027. DOI: 10.3758/s13423-015-0948-7
  109. Yu, C., & Smith, L. B. (2012). Embodied attention and word learning by toddlers. Cognition, 125(2), 244262. DOI: 10.1016/j.cognition.2012.06.016
  110. Zdrazilova, L., Sidhu, D. M., & Pexman, P. M. (2018). Communicating abstract meaning: Concepts revealed in words and gestures. Philosophical Transactions of the Royal Society B, 373(1752). DOI: 10.1098/rstb.2017.0138
  111. Zwaan, R. A. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In B. H. Ross (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol. 44, pp. 3562). Elsevier Academic Press. DOI: 10.1016/S0079-7421(03)44002-4
  112. Zwaan, R. A. (2014). Embodiment and language comprehension: Reframing the discussion. Trends in Cognitive Sciences, 18(5), 229234. DOI: 10.1016/j.tics.2014.02.008
DOI: https://doi.org/10.5334/joc.308 | Journal eISSN: 2514-4820
Language: English
Submitted on: Mar 13, 2022
|
Accepted on: Jul 10, 2023
|
Published on: Oct 10, 2023
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2023 Lorraine D. Reggin, Ligia E. Gómez Franco, Oleksandr V. Horchak, David Labrecque, Nadia Lana, Laura Rio, Gabriella Vigliocco, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.