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In this Symposium we link different perspectives and traditions of research on language and concepts in the cognitive sciences to better understand the process of abstraction from the social-interactive standpoint. In contrast to the usual benefits of abstraction – such as the ability to categorize and generalize – we underscore the possibility of abstract concepts and words to remain underspecified, “open to the context, the suggestions of others” (Borghi, 2023) or to processes of real-time negotiations (Christiansen & Chater, 2022). This is enabled by their largely non-perceptual rela-tional character (Gentner, 2005) and by the fact that they arise in cognitive systems continually embedded and active in their environments (Cisek 1999; Mannella & Tummolini 2023).

Spatial demonstratives are deictic expressions used to point to a referent with language. In the standard view, they encode a spatial proximal\distal contrast between “near” (this) and “far” (that) from the speaker. Several studies have shown that such contrast maps on a perceptual contrast between peripersonal and extrapersonal space. Still, other factors beyond spatial distance influence demonstrative choice. Here we investigate whether the proximal/distal contrast maps also onto a more general contrast between being in physical control/not in control of a target referent. Participants were presented with two circles (red and blue) on a screen. They had to move them with the mouse to find the target circle (the one with two gaps). One circle followed the mouse trajectory (controllable), while the other moved randomly in the center of the screen (not controllable). Unknown to the participants, the gaps only appeared if the stimuli crossed a distance threshold. Importantly, participants had to use stimulus controllability to solve the task. They were instructed to answer by indicating the target to the experimenter using this/that and red/blue (in Italian questo/quello and rosso/blu). Results show that participants used the proximal demonstrative more frequently to refer to the target stimulus when in control. These findings suggest that, similarly to spatial distance, physical control influences demonstrative choice.

In his position paper, Calzavarini (2023) argues that recent studies in multisensory research challenge the claim that word meaning is grounded in modality-specific representations. Here we argue that the coherence of the Grounded Cognition model does not require the modality-specificity assumption. In fact, already some "strong" versions of the model had relied on a multimodal view of the sensorimotor cortex that seems consistent with much of the evidence discussed in the paper. Next, we address some possible consequences for empirical research using behavioural methods, particularly for norming studies on word meaning. We conclude by identifying some open issues. [ABSTRACT FROM AUTHOR]

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

The first "object" that newborn children play with is their own body. This activity allows them to autonomously form a sensorimotor map of their own body and a repertoire of actions supporting future cognitive and motor development. Here we propose the theoretical hypothesis, operationalized as a computational model, that this acquisition of body knowledge is not guided by random motor-babbling, but rather by autonomously generated goals formed on the basis of intrinsic motivations. Motor exploration leads the agent to discover and form representations of the possible sensory events it can cause with its own actions. When the agent realizes the possibility of improving the competence to re-activate those representations, it is intrinsically motivated to select and pursue them as goals. The model is based on four components: (1) a self-organizing neural network, modulated by competence-based intrinsic motivations, that acquires abstract representations of experienced sensory (touch) changes; (2) a selector that selects the goal to pursue, and the motor resources to train to pursue it, on the basis of competence improvement; (3) an echo-state neural network that controls and learns, through goal-accomplishment and competence, the agent's motor skills; (4) a predictor of the accomplishment of the selected goals generating the competence-based intrinsic motivation signals. The model is tested as the controller of a simulated simple planar robot composed of a torso and two kinematic 3-DoF 2D arms. The robot explores its body covered by touch sensors by moving its arms. The results, which might be used to guide future empirical experiments, show how the system converges to goals and motor skills allowing it to touch the different parts of own body and how the morphology of the body affects the formed goals. The convergence is strongly dependent on competence-based intrinsic motivations affecting not only skill learning and the selection of formed goals, but also the formation of the goal representations themselves. [ABSTRACT FROM AUTHOR]