Affiliation:
1. EMC Laboratory, University Lyon2
Abstract
Abstract
The aim of the present study was to demonstrate the multisensory nature of vocabulary knowledge by using learning
designed to encourage the simulation of sensorimotor experiences.
Forty participants were instructed to learn pseudowords together with arbitrary definitions, either by mentally
experiencing (sensorimotor simulation) the definitions, or by mentally repeating them. A test phase consisting of three tasks was
then administered: in a recognition task, participants had to recognize learned pseudowords among distractors. In a categorization
task, they had to categorize pseudowords as representing either living or non-living items. Finally, in a sentence completion
task, participants had to decide whether pseudowords were congruent with context sentences. As expected, the sensorimotor
simulation condition induced better performances only in the categorization task and the sentence completion task. The results
converge with data from the literature in demonstrating that knowledge emergence implies sensorimotor simulation and showing that
vocabulary learning can benefit from encoding that encourages the simulation of sensorimotor experiences.
Publisher
John Benjamins Publishing Company
Subject
Cognitive Neuroscience,Linguistics and Language,Language and Linguistics
Cited by
1 articles.
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