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Many psychologists currently assume that there is a psychologically real distinction to be made between concepts that are abstract and concepts that are concrete. It is for example largely agreed that concepts and words are more easily processed if they are concrete. Moreover, it is assumed that this is because these words and concepts are concrete. It is thought that interesting generalizations can be made about certain concepts because they are concrete. I argue that we have surprisingly little reason to believe that the abstract‐concrete distinction is psychologically real. [ABSTRACT FROM AUTHOR]

Large language models can handle sophisticated natural language processing tasks. This raises the question of how their understanding of semantic meaning compares to that of human beings. Supporters of embodied cognition often point out that because these models are trained solely on text, their representations of semantic content are not grounded in sensorimotor experience. This paper contends that human cognition exhibits capabilities that fit with both the embodied and artificial intelligence approaches. Evidence suggests that semantic memory is partially grounded in sensorimotor systems and dependent on language-specific learning. From this perspective, large language models demonstrate the richness of language as a source of semantic information. They show how our experience with language might scaffold and extend our capacity to make sense of the world. In the context of an embodied mind, language provides access to a valuable form of ungrounded cognition. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'. [ABSTRACT FROM AUTHOR]

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]

Grounding language in vision is an active field of research seeking to construct cognitively plausible word and sentence representations by incorporating perceptual knowledge from vision into text-based representations. Despite many attempts at language grounding, achieving an optimal equilibrium between textual representations of the language and our embodied experiences remains an open field. Some common concerns are the following. Is visual grounding advantageous for abstract words, or is its effectiveness restricted to concrete words? What is the optimal way of bridging the gap between text and vision? To what extent is perceptual knowledge from images advantageous for acquiring high-quality embeddings? Leveraging the current advances in machine learning and natural language processing, the present study addresses these questions by proposing a simple yet very effective computational grounding model for pre-trained word embeddings. Our model effectively balances the interplay between language and vision by aligning textual embeddings with visual information while simultaneously preserving the distributional statistics that characterize word usage in text corpora. By applying a learned alignment, we are able to indirectly ground unseen words including abstract words. A series of evaluations on a range of behavioral datasets shows that visual grounding is beneficial not only for concrete words but also for abstract words, lending support to the indirect theory of abstract concepts. Moreover, our approach offers advantages for contextualized embeddings, such as those generated by BERT (Devlin et al, 2018), but only when trained on corpora of modest, cognitively plausible sizes. Code and grounded embeddings for English are available at (https://github.com/Hazel1994/Visually_Grounded_Word_Embeddings_2). [ABSTRACT FROM AUTHOR]

Contemporary theories of semantic representation posit that social experience is an important source of information for deriving meaning. However, there is a lack of behavioral evidence in support of this proposal. The aim of the present work was to test whether words' degree of social relevance, or socialness, influences lexical–semantic processing. In Study 1, across a series of item-level regression analyses, we found that (a) socialness can facilitate responses in lexical, semantic, and memory tasks, and (b) limited evidence for an interaction of socialness with concreteness. In Studies 2–3, we tested the preregistered hypothesis that social words, compared to nonsocial words, will be associated with faster and more accurate responses during a syntactic classification task. We found that socialness has a facilitatory effect on noun decisions (Study 3), but not verb decisions (Study 2). Overall, our results suggest that the socialness of a word affects lexical–semantic processing but also that this is task-dependent. These findings constitute novel evidence in support of proposals that social information is an important dimension of semantic representation. [ABSTRACT FROM AUTHOR]

Abstract Interactive computer simulations are commonly used as pedagogical tools to support students’ statistical reasoning. This paper examines whether and how these simulations enable their intended effects. We begin by contrasting two theoretical frameworks—dual processes and grounded cognition—in the context of people’s conceptions about statistical sampling, setting the stage for the potential benefits of simulations in learning such conceptions. Then, we continue with reviewing the educational literature on statistical sampling simulations. Our review tentatively suggests benefits of the simulations for building statistical habits of mind. However, challenges seem to persist when more specific concepts and skills are investigated. With and without simulations, students have difficulty forming an aggregate view of data, interpreting sampling distributions, showing a process-based understanding of the law of large numbers, making statistical inferences, and context-independent reasoning. We propose that grounded cognition offers a framework for understanding these findings, highlighting the bidirectional relationship between perception and conception, perceptual design features, and guided perceptual routines for supporting students’ meaning making from simulations. Finally, we propose testable instructional strategies for using simulations in statistics education.

Interactive computer simulations are commonly used as pedagogical tools to support students' statistical reasoning. This paper examines whether and how these simulations enable their intended effects. We begin by contrasting two theoretical frameworks—dual processes and grounded cognition—in the context of people's conceptions about statistical sampling, setting the stage for the potential benefits of simulations in learning such conceptions. Then, we continue with reviewing the educational literature on statistical sampling simulations. Our review tentatively suggests benefits of the simulations for building statistical habits of mind. However, challenges seem to persist when more specific concepts and skills are investigated. With and without simulations, students have difficulty forming an aggregate view of data, interpreting sampling distributions, showing a process-based understanding of the law of large numbers, making statistical inferences, and context-independent reasoning. We propose that grounded cognition offers a framework for understanding these findings, highlighting the bidirectional relationship between perception and conception, perceptual design features, and guided perceptual routines for supporting students' meaning making from simulations. Finally, we propose testable instructional strategies for using simulations in statistics education. Significance: Interactive computer simulations are popularly used to teach statistical sampling and inference. A substantial body of classroom-based design research has emerged over the last two decades on this topic, paralleling the interest of cognitive psychologists in statistical reasoning. This review bridges the gap by synthesizing diverse literature, from laboratory-based cognitive research to classroom-based design research, to investigate people's reasoning about statistical sampling with interactive computer simulations. We organize the commonly occurring findings from these studies under a grounded cognition framework. Using this framework, we also identify instructional design strategies that future empirical researchers can test and statistics and data science practitioners can adopt. First, we highlight the importance of repeated exposure to simulations in a way that fosters creating perception–action routines aligned with mathematical principles. Second, we argue that intuitive representations ground students' meaning making from simulations, and idealized representations help generalize learning. Third, we recommend that visual routines be guided during activities with simulations. Fourth, we note the separate affordances of simulations and verbal materials. Lastly, we propose that statistical processes depicted in the simulations should be reified as foundations for more advanced concepts and practices. Overall, the paper contributes to the learning theories and instructional design in the context of simulation-based learning in statistics. [ABSTRACT FROM AUTHOR]

We used a novel linguistic training paradigm to investigate the experience-dependent acquisition, representation, and processing of novel emotional and neutral abstract concepts. Participants engaged in mental imagery (n= 32) or lexico-semantic rephrasing (n=34) of linguistic material during five training sessions and successfully learned the novel abstract concepts. Feature production after training showed that specifically emotion features enriched the emotional concepts' representations. Unexpectedly, for participants engaging in vivid mental imagery during training a higher semantic richness of the acquired emotional concepts slowed down lexical decisions. Rephrasing, in turn, promoted a better learning and processing performance than imagery, probably due to stronger established lexical associations. Our results confirm the importance of emotional and linguistic experience and additional deep lexico-semantic processing for the acquisition, representation, and processing of abstract concepts. [ABSTRACT FROM AUTHOR]

The simulation view of language comprehension holds that lexical-semantic access prompts the re-enactment of sensorimotor experiences that regularly accompany word use. For the colour domain, this suggests that reading about a stop sign reactivates experiences involving the perception of the stop sign and hence experiences involving the colour red. However, it is still not clear what circumstances would limit reactivation of colour experiences during comprehension, if the activation takes place. To address this question, we varied in our study the conditions in which the target colour stimuli appeared. The experimental stimuli were individual words (Experiment (Exp.) 1, Exp. 7, 8) or sentences (Exp. 2–6) referring to objects with a typical colour of either green or red (e.g., cucumber or raspberry). Across experiments, we manipulated the presence of fillers (present or not), and whether fillers referred to objects with other colour (e.g., honey) or objects without any particular colour (e.g., car). The stimuli were presented along with two clickable "yes" and "no" buttons, one of which was red and the other green. Location and button colour varied from trial to trial. The tasks were lexical decision (Exp. 1, Exp. 7–8) and sensibility judgement (Exp. 2–6). We observed faster response times in the match vs mismatch condition in all word-based experiments, but only in those sentence-based experiments that did not have fillers. This suggests that comprehenders indeed reactivate colour experiences when processing linguistic stimuli referring to objects with a typical colour, but this activation seems to occur only under certain circumstances. [ABSTRACT FROM AUTHOR]

This article explores the concept of grounded cognition and its potential impact on cognitive-oriented cognitive behavioral therapy (CBT). It challenges the traditional view of cognition as purely information-based and suggests that cognition is closely tied to our experiences through brain simulations. The author argues for the adoption of a grounded cognition model in CBT, which takes into account biological influences on cognition. This shift in perspective could have practical implications for therapy, such as using affective methods to change beliefs and diversifying interventions aimed at changing irrational beliefs. The article also emphasizes the importance of understanding the connection between cognition and emotion in therapy. [Extracted from the article]

Abstract concepts like mental state concepts lack a physical referent, which can be directly perceived. Classical theories therefore claim that abstract concepts require amodal representations detached from experiential brain systems. However, grounded cognition approaches suggest an involvement of modal experiential brain regions in the processing of abstract concepts. In the present functional magnetic resonance imaging study, we investigated the relation of the processing of abstract mental state concepts to modal experiential brain systems in a fine-grained fashion. Participants performed lexical decisions on abstract mental state as well as on verbal association concepts as control category. Experiential brain systems related to the processing of mental states, generating verbal associations, automatic speech as well as hand and lip movements were determined by corresponding localizer tasks. Processing of abstract mental state concepts neuroanatomically overlapped with activity patterns associated with processing of mental states, generating verbal associations, automatic speech and lip movements. Hence, mental state concepts activate the mentalizing brain network, complemented by perceptual-motor brain regions involved in simulation of visual or action features associated with social interactions, linguistic brain regions as well as face-motor brain regions recruited for articulation. The present results provide compelling evidence for the rich grounding of abstract mental state concepts in experiential brain systems related to mentalizing, verbal communication and mouth action.

Kemmerer's paper convincingly claims that the grounded cognition model (GCM) entails linguistic relativity. Here, we underline that tackling linguistic relativity and cultural differences is vital for GCM. First, it allows GCM to focus more on flexible rather than stable aspects of cognition. Second, it highlights the centrality of linguistic experience for human cognition. While GCM‐inspired research underscored the similarity between linguistic and nonlinguistic concepts, it is now paramount to understand when and how language(s) influence knowledge. To this aim, we argue that linguistic variation might be particularly relevant for more abstract concepts—which are more debatable and open to revisions. Kemmerer argues that the grounded cognition model entails linguistic relativity. We agree with his position and suggest that this claim is particularly relevant for studying abstract concepts as they rely on language and culture more than concrete concepts. [ABSTRACT FROM AUTHOR]

Cross‐linguistic differences in concepts have implications for all theories of concepts, not just for grounded ones. Failure to address these implications does not imply the belief that they do not exist. Instead, it reflects a division of labor between researchers who focus on general principles versus cultural variability. Furthermore, core principles of grounded cognition—empirical learning and situated conceptual processing—predict large cultural differences in conceptual systems. If asked, most grounded cognition researchers would anticipate and endorse these differences, as would most researchers from other perspectives. Finally, by incorporating ethnographic and linguistic analysis, grounded cognition researchers can examine how cultural differences manifest themselves in conceptual systems. Via two core assumptions—empirical learning and situated conceptual processing—grounded cognition naturally anticipates large cross‐cultural differences in conceptual systems and their grounding. [ABSTRACT FROM AUTHOR]

In this paper, I respond to eight commentaries on my target article called "Grounded cognition entails linguistic relativity: A neglected implication of a major semantic theory." The commentaries span a broad range of disciplines and perspectives. I have organized my response around the following topics: (1) an introductory synopsis of my main argument; (2) grounded versus amodal theories of concepts; (3) language‐specific versus language‐independent concepts; (4) language, culture, and cognition; (5) language itself as a source of conceptual grounding; (6) abstract concepts, linguistic relativity, and contextual and individual variability; (7) word meanings as language‐specific predictions; and (8) some final remarks about the importance of cross‐linguistic diversity. In this article the author addresses the issues raised in eight commentaries on his target article called " Grounded cognition entails linguistic relativity: A neglected implication of a major semantic theory." [ABSTRACT FROM AUTHOR]

Kemmerer argues that grounded cognition explains how language‐specific semantic structures can influence nonlinguistic cognition. In this commentary, I argue that his proposal fails to fully consider the possibility that language itself can serve as a source of grounding. Our concepts are not merely shaped by a disembodied language system; they emerge in the context of linguistic experience and action. This inclusive approach to grounded cognition offers an expanded conception of the phenomena associated with linguistic relativity. I provide empirical and theoretical reasons to adopt this theoretical perspective. Research on linguistic relativity needs to recognize that language itself can serve as a source of grounding. Our concepts are not merely shaped by a disembodied language system: they emerge in the context of linguistic experience and action. [ABSTRACT FROM AUTHOR]

This commentary addresses the challenge of linking an individual‐grounded theory of concepts to a phenomenon that assumes conceptual conventions at population level (linguistic relativity). We distinguish I‐concepts (individual, interior, imagistic) from L‐concepts (linguistic, labeled, local) and see that quite different causal processes are often conflated under the term "concepts." I argue that the Grounded Cognition Model (GCM) entails linguistic relativity only to the extent that it imports L‐concepts into its scope, which it can hardly avoid doing given that practitioners require language to coordinate around their theory and findings. I conclude that what entails linguistic relativity is not the GCM but language itself. Grounded cognition links agents to environments while linguistic relativity links agents to conventions within populations of other agents. Grounded cognition models may appear to entail linguistic relativity, but this is because they seldom distinguish between I‐concepts (individual, interior, imagistic) and L‐concepts (linguistic, labelled, local). This commentary uses this distinction to argue that any model of grounded cognition must be integrated with a model of airborne/social cognition if it is to link mental representations and social conventions. [ABSTRACT FROM AUTHOR]

According to the popular Grounded Cognition Model (GCM), the sensory and motor features of concepts, including word meanings, are stored directly within neural systems for perception and action. More precisely, the core claim is that these concrete conceptual features reuse some of the same modality‐specific representations that serve to categorize experiences involving the relevant kinds of objects and events. Research in semantic typology, however, has shown that word meanings vary significantly across the roughly 6500 languages in the world. I argue that this crosslinguistic semantic diversity has significant yet previously unrecognized theoretical consequences for the GCM. In particular, to accommodate the typological data, the GCM must assume that the concrete features of word meanings are not merely stored within sensory/motor brain systems, but are represented there in ways that are, to a nontrivial degree, language‐specific. Moreover, it must assume that these conceptual representations are also activated during the nonlinguistic processing of the relevant kinds of objects and events (e.g., during visual perception and action planning); otherwise, they would not really be grounded, which is to say, embedded inside sensory/motor systems. Crucially, however, such activations would constitute what is traditionally called linguistic relativity—that is, the influence of language‐specific semantic structures on other forms of cognition. The overarching aim of this paper is to elaborate this argument more fully and explore its repercussions. To that end, I discuss in greater detail the key aspects of the GCM, the evidence for crosslinguistic semantic diversity, pertinent work on linguistic relativity, the central claim that the GCM entails linguistic relativity, some initial supporting results, and some important limitations and future directions. The Grounded Cognition Model (GCM) claims that the sensory and motor features of word meanings are represented directly within neural systems for perception and action. But those semantic features vary greatly across languages. Hence, the GCM predicts that neural systems for perception and action bear the imprint of cross‐linguistic diversity. [ABSTRACT FROM AUTHOR]

Experimental design and computational modelling across the cognitive sciences often rely on measures of semantic similarity between concepts. Traditional measures of semantic similarity are typically derived from distance in taxonomic databases (e.g. WordNet), databases of participant-produced semantic features, or corpus-derived linguistic distributional similarity (e.g. CBOW), all of which are theoretically problematic in their lack of grounding in sensorimotor experience. We present a new measure of sensorimotor distance between concepts, based on multidimensional comparisons of their experiential strength across 11 perceptual and action-effector dimensions in the Lancaster Sensorimotor Norms. We demonstrate that, in modelling human similarity judgements, sensorimotor distance has comparable explanatory power to other measures of semantic similarity, explains variance in human judgements which is missed by other measures, and does so with the advantages of remaining both grounded and computationally efficient. Moreover, sensorimotor distance is equally effective for both concrete and abstract concepts. We further introduce a web-based tool (https://lancaster.ac.uk/psychology/smdistance) for easily calculating and visualising sensorimotor distance between words, featuring coverage of nearly 800 million word pairs. Supplementary materials are available at https://osf.io/d42q6/. [ABSTRACT FROM AUTHOR]

This study attempts to build and test a model based upon the principles of Grounded Cognition theory and the S-O-R Model by establishing visual elements of warmth as antecedents of feeling crowded. Through the means of a serial and parallel mediation analysis field experiment, the current study aims to investigate the impact of visual elements on approach-avoidance behavior in an in-store environment. Results show that altering certain environmental and architectural elements related to the visual warmth in a retail setting can successfully manipulate consumers perceptions regarding retail crowding. More specifically, both visually warm and cold environments were found to have a direct effect on avoidance behaviors, while only visually warm environments were found to have an impact on the perception of feeling crowded. The mediation analysis additionally revealed variables like perceptions of feeling crowded, brand attachment, preference for social interaction, and positive emotions that mediate the relationship between visually warm environments and approach avoidance behaviors. In comparison, these variables were not found to have any mediation effect on the relationship between visually cold environments and approach avoidance behavior. Findings from this research can be used as guidelines for designing retail store interiors, making them more likely to attract and sustain a higher level of footfall and desired approach behavior in consumers. [ABSTRACT FROM AUTHOR]

Günther et al. (2022) investigated the relationship between words and images in which they concluded the possibility of a direct link between words and embodied experience. In their study, participants were presented with a target noun and a pair of images, one chosen by their model and another chosen randomly. Participants were asked to select the image that best matched the target noun. Building upon their work, we addressed the following questions. 1. Apart from utilizing visually embodied simulation, what other strategies subjects might have used? How much does this setup rely on visual information? Can it be solved using textual representations? 2. Do current visually-grounded embeddings explain subjects' selection behavior better than textual embeddings? 3. Does visual grounding improve the representations of both concrete and abstract words? For this aim, we designed novel experiments based on pre-trained word embeddings. Our experiments reveal that subjects' selection behavior is explained to a large extend on text-based embeddings and word-based similarities. Visually grounded embeddings offered modest advantages over textual embeddings in certain cases. These findings indicate that the experiment by Günther et al. (2022) may not be well suited for tapping into the perceptual experience of participants, and the extent to which it measures visually grounded knowledge is unclear. [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 paper presents the result of a collective reflection inspired by the individual suggestions of 30 researchers working in different research areas. They are all familiar with the Experimental Phenomenology of Perception, and are aware of the importance that this approach might represent nowadays in their specific research field. The picture that emerges from this ‘mosaic’ stimulates us to consider the potential future developments of this approach if we accept that we need to push its borders beyond the traditional aims of the study of perception (as masterfully developed by the historic Italian Maestri of this approach). If we take this broader view, the Experimental Phenomenology of Perception can extend its perimeters from an analysis of strictly perceptual aspects to an analysis of cognitive and metacognitive aspects (such as aesthetic evaluations, the perception of risk, the experience of certainty/uncertainty in a reasoning process, the perception of proximity to/distance from the solution to a problem and meaning-making in language). The cognitive and metacognitive aspects referred to are grounded in and modelled on the perceiver’s experience of a given situation.

The strongest formulations of grounded cognition assume that perceptual intuitions about concepts involve the re-activation of sensorimotor experience we have made with their referents in the world. Within this framework, concreteness and imageability ratings are indeed of crucial importance by operationalising the amount of perceptual interaction we have made with objects. Here we tested such an assumption by asking whether visual intuitions about concepts are provided accurately even when direct visual experience is absent. To this aim, we considered concreteness and imageability intuitions in blind people and tested whether these judgments are predicted by Image-based Frequency (IF, i.e. a data-driven estimate approximating the availability of the word referent in the visual environment). Results indicated that IF predicts perceptual intuitions with a larger extent in sighted compared to blind individuals, thus suggesting a role of direct experience in shaping our judgements. However, the effect of IF was significant not only in sighted but also in blind individuals. This indicates that having direct visual experience with objects does not play a critical role in making them concrete and imageable in a person’s intuitions: people do not need visual experience to develop intuition about the availability of things in the external visual environment and use this intuition to inform concreteness/imageability judgments. Our findings fit closely the idea that perceptual judgments are the outcome of introspection/abstraction tasks invoking high-level conceptual knowledge that is not necessarily acquired via direct perceptual experience.

Gesture-based interaction has greatly changed the way in which we interact with online products by allowing users to control digital systems with hand movements. This study investigates how gesture-based interaction modes, namely, mid-air gesture and touchscreen gesture, compared with mouse-based interaction, affect consumers' virtual product experiences (VPE) by eliciting mental imagery (i.e., haptic imagery and spatial imagery). Furthermore, we explore how visual product presentation can be designed to facilitate different types of interaction modes. Through a lab experiment, we find that touchscreen gesture outper- forms mid-air gesture and mouse-based interaction in terms of eliciting haptic imagery, and this effect is mitigated when 3D presentation is used. We also find that mid-air gesture outperforms touchscreen gesture and mouse-based interaction in terms of eliciting spatial imagery when 3D presentation is used. Both haptic imagery and spatial imagery can further reduce consumers' product uncertainty. Our results extend prior work on interactivity design of VPE and further contribute to the emerging literature on gesture-based interaction. [ABSTRACT FROM AUTHOR]

Mechanistic explanations can contribute to strengthening embodied and grounded cognition, capturing the causal structure that produces phenomena. In the commentary, I propose two cases for which a mechanistic explanation would be extremely useful to advance research and understanding. The first, more specific case concerns the need for a mechanistic explanation of the contrasting interference and facilitation results of action-language integration. The second case is more general and regards the importance of providing mechanistic explanations that consider the critical role language, intended as a holistic experience, has in impacting bodily actions. [ABSTRACT FROM AUTHOR]

There has been a lot of recent interest in the way that language might enhance embodied cognition. This interest is driven in large part by a growing body of evidence implicating the language system in various aspects of semantic memory—including, but not limited to, its apparent contribution to abstract concepts. In this essay, I develop and defend a novel account of the cognitive role played by language in our concepts. This account relies on the embodied nature of the language system itself, diverges in significant ways from traditional accounts, and is part of a flexible, multimodal and multilevel view of our conceptual system. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'. [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]

This theme issue aims to view the literature on concepts through a novel lens, that of social interaction and its influence on inner experiences. It discusses unsolved problems in literature on concepts, emphasizing the distinction between concrete versus abstract concepts and external versus internal grounding. This introductory article reflects the two research streams that the theme aims to bridge—in this area, the dimension of embodied interaction with others and how this influences the interaction with ourselves is still underexplored. In the first part, we discuss recent trends in social cognition, showing how interacting with others influences our concepts. In the second part, we address how social interactions become part of our inner world in a Vygotskian fashion. First, we illustrate how interoception, emotion and metacognition are connected with concepts and knowledge. Second, we deal with how language, in both its outer and inner form, can empower cognition and concepts. We also briefly describe how novel experimental and computational methods contribute to investigating the online use of concepts. Overall, this introductory article outlines the potentialities of an integrated and interactive approach that can give new, fresh life to a topic, that of concepts, which lies at the root of human cognition. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'. [ABSTRACT FROM AUTHOR]

It has been proposed that social experience plays an important role in the grounding of concepts, and socialness has been proffered as a fundamental organisational principle underpinning semantic representation in the human brain. However, the empirical support for these hypotheses is limited by inconsistencies in the way socialness has been defined and measured. To further advance theory, the field must establish a clearer working definition, and research efforts could be facilitated by the availability of an extensive set of socialness ratings for individual concepts. Therefore, in the current work, we employed a novel and inclusive definition to test the extent to which socialness is reliably perceived as a broad construct, and we report socialness norms for over 8000 English words, including nouns, verbs, and adjectives. Our inclusive socialness measure shows good reliability and validity, and our analyses suggest that the socialness ratings capture aspects of word meaning which are distinct to those measured by other pertinent semantic constructs, including concreteness and emotional valence. Finally, in a series of regression analyses, we show for the first time that the socialness of a word's meaning explains unique variance in participant performance on lexical tasks. Our dataset of socialness norms has considerable item overlap with those used in both other lexical/semantic norms and in available behavioural mega-studies. They can help target testable predictions about brain and behaviour derived from multiple representation theories and neurobiological accounts of social semantics. [ABSTRACT FROM AUTHOR]

Language processing is influenced by sensorimotor experiences. Here, we review behavioral evidence for embodied and grounded influences in language processing across six linguistic levels of granularity. We examine (a) sub-word features, discussing grounded influences on iconicity (systematic associations between word form and meaning); (b) words, discussing boundary conditions and generalizations for the simulation of color, sensory modality, and spatial position; (c) sentences, discussing boundary conditions and applications of action direction simulation; (d) texts, discussing how the teaching of simulation can improve comprehension in beginning readers; (e) conversations, discussing how multi-modal cues improve turn taking and alignment; and (f) text corpora, discussing how distributional semantic models can reveal how grounded and embodied knowledge is encoded in texts. These approaches are converging on a convincing account of the psychology of language, but at the same time, there are important criticisms of the embodied approach and of specific experimental paradigms. The surest way forward requires the adoption of a wide array of scientific methods. By providing complimentary evidence, a combination of multiple methods on various levels of granularity can help us gain a more complete understanding of the role of embodiment and grounding in language processing. [ABSTRACT FROM AUTHOR]

Expectancy is a core mechanism for constructing affective and cognitive experiences of music. However, research on musical expectations has been largely founded upon the perception of tonal music. Therefore, it is still to be determined how this mechanism explains the cognition of sound-based acoustic and electroacoustic music, such as complex sound music (CSM). Additionally, the dominant methodologies have consisted of well-controlled experimental designs with low ecological validity that have overlooked the listening experience as described by the listeners. This paper presents results concerning musical expectancy from a qualitative research project that investigated the listening experiences of 15 participants accustomed to CSM listening. Corbin and Strauss' (2015) grounded theory was used to triangulate data from interviews along with musical analyses of the pieces chosen by the participants to describe their listening experiences. Cross-modal musical expectancy (CMME) emerged from the data as a subcategory that explained prediction through the interaction of multimodal elements beyond just the acoustic properties of music. The results led to hypothesise that multimodal information coming from sounds, performance gestures, and indexical, iconic, and conceptual associations re-enact cross-modal schemata and episodic memories where real and imagined sounds, objects, actions, and narratives interrelate to give rise to CMME processes. This construct emphasises the effect of CSM's subversive acoustic features and performance practices on the listening experience. Further, it reveals the multiplicity of factors involved in musical expectancy, such as cultural values, subjective musical and non-musical experiences, music structure, listening situation, and psychological mechanisms. Following these ideas, CMME is conceived as a grounded cognition process. [ABSTRACT FROM AUTHOR]

Ubiquitous exposure to visual food content has been implicated in the development of obesity with both individual and societal costs. The development and increasing adoption of Extended Reality (XR) experiences, which deliver an unprecedented immersion in digital content, would seem to carry the risk of further exacerbating the consequences of visual food exposure on real-world eating behavior. However, some studies have also identified potentially health-promoting effects of exposure to visual food stimuli. One example is repeated imagined consumption, which has been demonstrated to decrease subsequent food consumption. This work contains the first comparison between imagined eating and actual eating, to investigate how the simulated activity fares against its real counterpart in terms of inducing satiation. Three-hundred participants took part in an experiment at a local food festival. The participants were randomized between three experimental conditions: imagined eating, actual eating, and control. Each condition consisted of thirty trials. Before and after the experimental manipulation, the participants recorded their eating desires and enjoyment of a piece of chocolate candy. The resulting data showed generally no difference between the imagined eating and control conditions, which stands in conflict with the prior literature. In contrast, the differences between imagined and actual eating were significant. These results may be explained by differences in the experimental tasks' dose–response relationships, as well as environmental-contextual disturbances. Overall, the findings do not corroborate the efficacy of imagined eating within a real-life context. [ABSTRACT FROM AUTHOR]

Sensory experience rating (SER) is a subjective semantic variable that measures the extent to which a word generates a sensory experience when a reader processes the word, and it has been explored in English, French, and Spanish. The present study collected the SERs of 1,130 Chinese words and explored the correlation between SER and other lexical and semantic variables. SER was significantly associated with concreteness, age of acquisition (AoA), context diversity, and word frequency. The results confirmed both the reliability and the validity of SER. However, SER failed to predict lexical decision performance in reaction time and accuracy rate. It is possible that SER is not as powerful in influencing word recognition as previous studies have assumed, at least for Chinese. [ABSTRACT FROM AUTHOR]

Julian of Norwich was a late medieval anchoress and writer, whose work, The Showings, is known for its vivid imagery and bodily resonance it prompts in the reader. The paper identifies a gap in research on the embodied aspects of Julian’s imagery. The article discusses the connection between perception, action and the grounded nature of cognition, exploring its role in structuring Julian’s text. It uses the conceptions of situated conceptualisation and sociocultural situatedness to embed the work in the visual/material culture of the Middle Ages. It reveals how the mystic construes emotionally intense images, which underpin the abstract language of the text’s final chapters. To conclude, the recent conceptions from cognitive science may expand the analytical toolkit of cognitive-diachronic research in particular, helping illuminate the interplay of language, culture, and cognition. [ABSTRACT FROM AUTHOR]

Language processing is influenced by sensorimotor experiences. Here, we review behavioral evidence for embodied and grounded influences in language processing across six linguistic levels of granularity. We examine (a) sub-word features, discussing grounded influences on iconicity (systematic associations between word form and meaning); (b) words, discussing boundary conditions and generalizations for the simulation of color, sensory modality, and spatial position; (c) sentences, discussing boundary conditions and applications of action direction simulation; (d) texts, discussing how the teaching of simulation can improve comprehension in beginning readers; (e) conversations, discussing how multi-modal cues improve turn taking and alignment; and (f) text corpora, discussing how distributional semantic models can reveal how grounded and embodied knowledge is encoded in texts. These approaches are converging on a convincing account of the psychology of language, but at the same time, there are important criticisms of the embodied approach and of specific experimental paradigms. The surest way forward requires the adoption of a wide array of scientific methods. By providing complimentary evidence, a combination of multiple methods on various levels of granularity can help us gain a more complete understanding of the role of embodiment and grounding in language processing.

Emotion concepts are important. They help us to understand, experience and predict human behaviour. Emotion concepts also link the realm of the abstract with the realm of bodily experience and actions. Accordingly, the key question is how such concepts are created, represented and used. Embodied cognition theories hold that concepts are grounded in neural systems that produce experiential and motor states. Concepts are also contextually situated and thus engage sensorimotor resources in a dynamic, flexible way. Finally, on that framework, conceptual understanding unfolds in time, reflecting embodied as well as linguistic and cultural influences. In this article, we review empirical work on emotion concepts and show how it highlights their grounded, yet dynamic and context-sensitive nature. The conclusions are consistent with recent developments in embodied cognition that allow concepts to be linked to sensorimotor systems, yet be flexibly sensitive to current representational and action needs.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Reasoning and other mental operations are believed to rely onmental models. Arguments have been made that mental mod-els share representational substrate with perception. Here, wedemonstrate that a neural dynamic architecture that perceptu-ally grounds language may also support the building of men-tal models. Supplied with a sequence of simple premises thatspecify the colors of object pairs as well as their spatial rela-tion, the architecture builds a mental model of the describedscene. We show how the neural processes of the architec-ture evolve in response to both determinate and indeterminatepremises. For indeterminate premises, we demonstrate thatthe preferred mental models observed in human participantsemerge from the underlying neural dynamics.

A proper representation of space and a joint attention mecha-nism are indispensable for an effective deictic communicationwith embodied agents. Taking inspiration from developmen-tal psychology may help us to tackle computational challengesfor robots. Although some developmental joint attention mod-els for robots have already been proposed, to the best of ourknowledge, there is no such model that can stand for the ef-fects of pointing gestures on covert attention in infants. Thuswe have designed and implemented a developmental roboticsmodel for joint spatial attention combining connectionist anddynamical approaches. The hybrid architecture was struc-tured over two existing computational models: a connectionistmodel of gesture comprehension and a Dynamic Field (DF)model of spatial attention in infants. These models were ex-tended with various perceptual modules and dynamical neu-ral fields, and implemented on the state-of-art iCub humanoidrobot. In this paper, the computational architecture is intro-duced with some preliminary results that show the model’s ca-pability of representing deixis and perceived objects, and theireffects on attention over space and time.

Despite its omnipresence in this information-ladensociety, statistics is hard. The present study explored theapplicability of a grounded cognition approach to learningbasic statistical concepts. Participants in 2 experimentsinteracted with perceptually rich computer simulationsdesigned to foster understanding of the relations betweenfundamental statistical concepts and to promote the abilityto reason with statistics. During training, participants wereasked to estimate the probability of two samples comingfrom the same population, with sample size, variability, anddifference between means independently manipulated. Theamount of learning during training was measured by thedifference between participants’ confidence judgments andthose of an Ideal Observer. The amount of transfer wasassessed by the increase in accuracy from a pretest to aposttest. Learning and transfer were observed when tailoredguidance was given along with the perceptually salientproperties. Implications of our quantitative measures ofhuman sensitivity to statistical concepts were discussed.

Design as a profession differs from other communication practices in its sociopsychological and epistemological features. These features need to be considered to understand recent public relations strategies (Taylor & Botan, 2004). We analyze design practices and identify the five essential features which should be taken into account in the management of public relations: 1) the aspect of (necessarily) tolerated randomness; 2) the rejection of explicit methods and theory; 3) emotions as a constant, but implicit, background disposition of practices, and as a finality via the desirability paradigm; 4) a tendency towards auto-centered working perspectives; and 5) a large share of determined logics contrasting with creative sparks. We demonstrate that these features are implicit in the discourses and practices of designers, and we confront these features with our assumption that design practices are grounded in the Dasein (referring to Heidegger, 1963/1927) of designers. These features raise management challenges. The rationalization of design practices and the democratization of design tools make design more easily realizable by non-designers like communication professionals; consequently, other communication professionals are also pushed to consider these features of design practices. In the future, design and communication professionals will collaborate even further. The results of this research represent an ongoing challenge for socioeconomic actors to ensure the effective management of public relations.

The development of interface technologies is driven by the goal of making interaction more positive through natural action-control mappings. In Virtual Reality (VR), the entire body is potentially involved for interaction, using such mappings with a maximum of degrees of freedom. The downside is the increase in interaction complexity, which can dramatically influence interface design. A cognitive perspective on detailed aspects of interaction patterns is lacking in common interface design guidelines, although it can be helpful to make this complexity controllable and, thus, make interaction behavior predictable. In the present study, the distinction between grounding, embodiment, and situatedness (the GES framework) is applied to organize aspects of interactions and to compare them with each other. In two experiments, zooming into or out of emotional pictures through changes of arm span was examined in VR. There are qualitatively different aspects during such an interaction: i) perceptual aspects caused by zooming are fundamental for human behavior (Grounding: closer objects appear bigger) and ii) aspects of gestures correspond to the physical characteristics of the agents (Embodiment: little distance of hands signals little or, in contrast, “creating more detail”). The GES-framework sets aspects of Grounding against aspects of Embodiment, thus allowing to predict human behavior regarding these qualitatively different aspects. For the zooming procedure, the study shows that Grounding can overrule Embodiment in interaction design. Thus, we propose GES as a cognitive framework that can help to inform interaction guidelines for user interface design in VR. [ABSTRACT FROM AUTHOR]