Raising the Roof: Situating Verbs in Symbolic and Embodied Language Processing

Author:

Hollander John1ORCID,Olney Andrew1

Affiliation:

1. Department of Psychology, Institute for Intelligent Systems University of Memphis

Abstract

AbstractRecent investigations on how people derive meaning from language have focused on task‐dependent shifts between two cognitive systems. The symbolic (amodal) system represents meaning as the statistical relationships between words. The embodied (modal) system represents meaning through neurocognitive simulation of perceptual or sensorimotor systems associated with a word's referent. A primary finding of literature in this field is that the embodied system is only dominant when a task necessitates it, but in certain paradigms, this has only been demonstrated using nouns and adjectives. The purpose of this paper is to study whether similar effects hold with verbs. Experiment 1 evaluated a novel task in which participants rated a selection of verbs on their implied vertical movement. Ratings correlated well with distributional semantic models, establishing convergent validity, though some variance was unexplained by language statistics alone. Experiment 2 replicated previous noun‐based location‐cue congruency experimental paradigms with verbs and showed that the ratings obtained in Experiment 1 predicted reaction times more strongly than language statistics. Experiment 3 modified the location‐cue paradigm by adding movement to create an animated, temporally decoupled, movement‐verb judgment task designed to examine the relative influence of symbolic and embodied processing for verbs. Results were generally consistent with linguistic shortcut hypotheses of symbolic‐embodied integrated language processing; location‐cue congruence elicited processing facilitation in some conditions, and perceptual information accounted for reaction times and accuracy better than language statistics alone. These studies demonstrate novel ways in which embodied and linguistic information can be examined while using verbs as stimuli.

Funder

National Science Foundation

Institute of Education Sciences

Publisher

Wiley

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