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Recently, researchers have expressed challenges in conducting word-learning experiments in adult populations due to limited availability of normed stimulus materials. This constraint often prompts the use of low-frequency or low-prevalence words, introducing the potential influence of prior knowledge or direct translation to familiar words. In response, we developed novel abstract concepts devoid of word referents, providing better control over prior knowledge. These new concepts describe situations encountered in various settings for which there is no existing word in English. The resulting database comprises 42 normed New Abstract Concepts, offering unique materials structured through scenarios, each containing similar and dissimilar exemplars. These materials underwent meticulous norming for relatability and similarity levels across a series of studies. The success of our approach was demonstrated in a word-learning experiment examining the effects of similarity and diversity. The database serves as a valuable resource for selecting stimuli in experiments exploring the learning of abstract semantic concepts, particularly investigating the role of similarity versus diversity in concept learning. The database is available on OSF (https://osf.io/svm2p/).

Background: Perceptual and action systems seem to be related to complex cognitive processes, but the scope of grounded or embodied cognition has been questioned. Zwaan and Yaxley (2003) proposed that cognitive processes of making semantic relatedness judgments can be facilitated when word pairs are presented in ways that their referents maintain their iconic configuration rather than their reverse‐iconic configuration (the spatial iconicity effect). This effect has been observed in different semantic categories using specific experiments, but it is known that embodiment is highly dependent on task demands. Method: The present study analyzed the spatial iconicity effect in three semantic categories (physical, abstract, and social) using the same experimental criteria to determine the scope of embodied cognition. In this reaction‐time experiment, 75 participants judged the semantic relatedness of 384 word pairs whose experimental items were presented in their iconic or reverse‐iconic configurations. Results: Two mixed‐effects models with crossed random effects revealed that the interaction between word meaning and spatial position was present only for physical concepts but neither for abstract nor social concepts. Conclusions: Within the framework of strong and weak embodiment theories, the data support weak embodiment theory as the most explicative one. [ABSTRACT FROM AUTHOR]

This study aimed to establish perceptual strength norms for 1,000 words in the languages of Korean, English, and L2 English, in order to investigate the similarity and difference across languages as well as the influence of the environment on semantic processing. The perceptual strength norms, which are a collection of word profiles that summarize how a word is experienced through different sensory modalities including the five common senses and interoception, provide a valuable tool for testing embodiment cognition theory. The results of this study demonstrated that language users had parallel sensory experiences with concepts, and that L2 learners were also able to associate their sensory experiences with linguistic concepts. Additionally, the results highlighted the importance of incorporating interoception as a sensory modality in the development of perceptual strength norms, as it had a negative correlation with both vision and concreteness. This study was the first to establish norms for Korean and L2 English and directly compare languages using the identical and translation-equivalent word list. [ABSTRACT FROM AUTHOR]

The study explores the humor-body association from the perspective of embodied cognition. According to the Conceptual Metaphor Theory, abstract concepts tend to be understood with concrete experiences through embodied mappings. Therefore, the current study attempts to investigate how humor, an understudied abstract concept, is perceived in the Chinese context by means of textual analysis and a behavioral experiment. Firstly, 6,500 entries of the corpus data related to laughter and humor in Chinese were used for the textual analysis. Extensive uses of embodied humor metaphors were found, which provided important linguistic evidence for the interaction between laughter, humor, and body. Secondly, a behavioral study was conducted based on some frequently-used embodied metaphorical expressions of humor (e.g., pěngfù dàxiào 捧腹大笑, meaning 'to hold one's sides laughing') identified in the corpus. Specifically, the participants were instructed to either do embodied metaphor or non-metaphor actions as bodily primes (i.e., 'holding one's belly while bending forward and backward repeatedly' vs. 'turning one's upper body from side to side with both hands on the back') or perform no actions before completing the subsequent joke rating task and the mood rating task. Results showed that the participants who were primed with the embodied metaphor actions rated the jokes higher than those in the control groups who were primed with non-metaphor actions or had no primes. Also, there was no significant difference in the mood ratings across the groups. These findings suggest that embodied humor metaphors indeed affect humor experience and shape how humor is conceptualized. The current study supports not only the embodied view of humor understanding but also the conceptual metaphor account of abstract reasoning, which sheds new light on the theoretical development of the embodiment of abstract concepts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Values Education is the property of Journal of Values Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soter: Journal of Religious Science / Religijos Mokslo Žurnalas is the property of Vytautas Magnus University, Faculty of Theology-Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research has demonstrated that judicial instructions are not well understood by jurors tasked with returning informative verdicts, and explanatory strategies can facilitate juror's comprehension of law-related contents. Unlike a great deal of research on legal-lay interactions in a jury trial, most of which is based on English-language materials, the present article uncovers how Russian judges communicate law-related information to the jury. The study was motivated by the lack of guidance on interactions with the jury and the challenges faced by the latter in attempting to understand technical concepts. Through quantitative and qualitative analyses of 18 jury instructions, the paper demonstrates that Russian judges work toward the achievement of a goal of recontextualizing law-related information and making legal concepts comprehensible to a lay audience using a wide repertoire of popularization tools, including definitions, descriptions, illustrations, paraphrases and metaphors. [ABSTRACT FROM AUTHOR]

The aim of the article is to analyze the specifics of categorization of abstract concepts by adults who use different information sources: traditional / printed and innovative / digital. Methods. An author used a questionnaire method with the open-ended type of questions as the primary tool to study the choice of the preferred information codin g system by adults. To reconstruct the categorical structure of the respondents’ consciousness in their understanding of the concept «sacrament», the method of the semantic differential was used. The differential includes 40 adjectives, which form 7 categories of an average consciousness according to their factorial structure («Assessment», «Strength», «Activity», «Complexity», «Orderliness», «Reality» and «Usuality»). The above categories have been established in a previous study of individuals of different age groups and cultures. Results of the research. The results of a comparative analysis of the category structure and the meaning of the concept «Sacrament» are contained in two groups of adults: the reading subjects and the active Internet users. It is determined that the cognitive complexity of consciousness of the web users is lower than the one of the reading subjects, according to two parameters: 1) decreasing of categories’ quantity that form the concept; 2) simplifying the organization of the category, represented by only one pole. For the active Internet users, the content of the concept «sacrament» is close to the «secret». Conclusions. The empirical data proves the tendency to simplify the categorization in understanding the abstract concepts of active Internet users. This allows designating a new scientific-practical issue of cognitive deformation of adults as the effect of Internet exposure.

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recently, researchers have expressed challenges in conducting word-learning experiments in adult populations due to limited availability of normed stimulus materials. This constraint often prompts the use of low-frequency or low-prevalence words, introducing the potential influence of prior knowledge or direct translation to familiar words. In response, we developed novel abstract concepts devoid of word referents, providing better control over prior knowledge. These new concepts describe situations encountered in various settings for which there is no existing word in English. The resulting database comprises 42 normed New Abstract Concepts, offering unique materials structured through scenarios, each containing similar and dissimilar exemplars. These materials underwent meticulous norming for relatability and similarity levels across a series of studies. The success of our approach was demonstrated in a word-learning experiment examining the effects of similarity and diversity. The database serves as a valuable resource for selecting stimuli in experiments exploring the learning of abstract semantic concepts, particularly investigating the role of similarity versus diversity in concept learning. The database is available on OSF (https://osf.io/svm2p/)., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2024 The Author(s).)

Sociality influences both concrete and abstract concepts acquisition and representation, but in different ways. Here we propose that sociality is crucial during the acquisition of abstract concepts but less for concrete concepts, that have a bounded perceptual referent and can be learned more autonomously. For the acquisition of abstract concepts, instead, the human relation would be pivotal in order to master complex meanings. Once acquired, concrete words can act as tools, able to modify our sensorimotor representation of the surrounding environment. Indeed, pronouncing a word the referent of which is distant from us we implicitly assume that, thanks to the contribution of others, the object becomes reachable; this would expand our perception of the near bodily space. Abstract concepts would modify our sensorimotor representation of the space only in the earlier phases of their acquisition, specifically when the child represents an interlocutor as a real, physical “ready to help actor” who can help her in forming categories and in explaining the meaning of words that do not possess a concrete referent. Once abstract concepts are acquired, they can work as social tools: the social metacognition mechanism (awareness of our concepts and of our need of the help of others) can evoke the presence of a “ready to help actor” in an implicit way, as a predisposition to ask information to fill the knowledge gaps.

Sociality influences both concrete and abstract concepts acquisition and representation, but in different ways. Here we propose that sociality is crucial during the acquisition of abstract concepts but less for concrete concepts, that have a bounded perceptual referent and can be learned more autonomously. For the acquisition of abstract concepts, instead, the human relation would be pivotal in order to master complex meanings. Once acquired, concrete words can act as tools, able to modify our sensorimotor representation of the surrounding environment. Indeed, pronouncing a word the referent of which is distant from us we implicitly assume that, thanks to the contribution of others, the object becomes reachable; this would expand our perception of the near bodily space. Abstract concepts would modify our sensorimotor representation of the space only in the earlier phases of their acquisition, specifically when the child represents an interlocutor as a real, physical "ready to help actor " who can help her in forming categories and in explaining the meaning of words that do not possess a concrete referent. Once abstract concepts are acquired, they can work as social tools: the social metacognition mechanism (awareness of our concepts and of our need of the help of others) can evoke the presence of a "ready to help actor " in an implicit way, as a predisposition to ask information to fill the knowledge gaps. [ABSTRACT FROM AUTHOR]

Abstract As the ability to recognize and communicate emotions is crucial to mental health, it is important to understand the representation and processing of emotion concepts. This study examined brain electrophysiological responses to nouns that denote emotions (e.g., guilt and joy) in comparison to nouns that denote abstract (e.g., theme) and concrete entities (e.g., teapot) without emotional connotations. Thirty-two participants completed a lexical decision task. Behavioral responses to emotion nouns were faster and more accurate than abstract and concrete nouns. ERP data showed that emotion nouns were associated with a less pronounced N400 that peaked earlier relative to abstract and concrete nouns. Further, N400 amplitude differences between emotion and concrete nouns emerged earlier with a broad distribution, whereas the differences between emotion and abstract nouns appeared later with a fronto-central distribution. These findings demonstrate in the healthy brain processing advantages and representational distinctions of emotion concepts versus other concepts, providing a point of reference for future theoretical and clinical research on affect representations. Highlights • There are representational distinctions of emotion concepts vs. other concepts. • Emotion nouns showed processing advantage over abstract and concrete nouns. • Findings add to the limited research literature on nouns that we use to label our emotions. [ABSTRACT FROM AUTHOR]

The use of abstract rules in behavioral decisions is considered evidence of executive functions associated with higher-level cognition. Laboratory studies across taxa have shown that animals may be capable of learning abstract concepts, such as the relationships between items, but often use simpler cognitive abilities to solve tasks. Little is known about whether or how animals learn and use abstract rules in natural environments. Here, we tested whether wild, food-caching mountain chickadees (Poecile gambeli) could learn an abstract rule in a spatial-temporal task in which the location of a food reward rotated daily around an 8-feeder square spatial array for up to 34 days. Chickadees initially searched for the daily food reward by visiting the most recently rewarding locations and then moving backward to visit previously rewarding feeders, using memory of previous locations. But by the end of the task, chickadees were more likely to search forward in the correct direction of rotation, moving away from the previously rewarding feeders. These results suggest that chickadees learned the direction rule for daily feeder rotation and used this to guide their decisions while searching for a food reward. Thus, chickadees appear to use an executive function to make decisions on a foraging-based task in the wild. [Display omitted] • Abstract rules are based on relations between items, not physical features • Chickadees learned an abstract rule and used it to search for food more efficiently • Chickadees did not learn the timing of a spatial-temporal task with daily changes • Spatial tasks provide unique advantages to studying rule-learning Learning abstract concepts was once considered uniquely human but has recently been shown in nonhuman animal species under laboratory conditions. Benedict et al. show that wild, food-caching mountain chickadees learned an abstract rule from experience with a foraging task set in natural conditions. [ABSTRACT FROM AUTHOR]