Overusing the pacifier during infancy sets a footprint on abstract words processing

2020 ◽  
Vol 47 (5) ◽  
pp. 1084-1099 ◽  
Author(s):  
Laura BARCA ◽  
Claudia MAZZUCA ◽  
Anna M. BORGHI
Keyword(s):  
Response Time ◽  
Extended Period ◽  
Third Graders ◽  
Typically Developing ◽  
Language Experience ◽  
Emotional Words ◽  
Semantic Categorization ◽  
Abstract Words ◽  
Perception Action ◽  
Concrete Words

AbstractPerturbations to the speech articulators induced by frequently using an interfering object during infancy (i.e., pacifier) might shape children's language experience and the building of conceptual representations. Seventy-one typically developing third graders performed a semantic categorization task with abstract, concrete and emotional words. Children who used the pacifier for a more extended period were slower than the others. Moreover, overusing the pacifier increased response time of abstract words, whereas emotional and (above all) concrete words were less affected. Results support the view that abstract words are grounded both in perception-action and in linguistic experience.

scholarly journals Pacifier overuse interferes with children’s abstract word processing

2017 ◽  
Author(s):  
Laura Barca ◽  
Claudia Mazzuca ◽  
Anna M. Borghi
Keyword(s):  
Language Processing ◽  
Cognitive Abilities ◽  
Word Processing ◽  
Abstract Word ◽  
Typically Developing ◽  
Abstract Concepts ◽  
Typically Developing Children ◽  
Emotional Words ◽  
Abstract Words ◽  
Perception Action

The prolonged use of an oral device affecting facial mimicry and the position of mouth muscles (i.e. the pacifier) during the acquisition of linguistic, emotional and cognitive abilities, could have an impact on children’s conceptual representation. Here we explore if the lasting effect of pacifier overuse affects categorization. Typically developing children aged 7-8 years performed a semantic categorization task (animal vs. non-animal), where non-animal stimuli were abstract, concrete and emotional words. The speed of response of children who overused the pacifier was modulated by the type of words they had to process, with slower response time for abstract words, followed by concrete and then emotional ones. The influence of the type of word was less marked for the other groups of children, and they overall presented a similar pattern. Markedly, this is the first evidence of a long-lasting interference effect of pacifier overuse on language processing. Its influence is specific for abstract words processing, suggesting that it preventing phonoarticulatory simulations at time of language acquisition influences representation of abstract concepts. Results support the view that abstract words are grounded both in perception-action and language.

scholarly journals Learning abstract words and concepts: insights from developmental language disorder

2018 ◽  
Vol 373 (1752) ◽  
pp. 20170140 ◽  
Author(s):  
Marta Ponari ◽  
Courtenay Frazier Norbury ◽  
Armand Rotaru ◽  
Alessandro Lenci ◽  
Gabriella Vigliocco
Keyword(s):  
Language Disorder ◽  
Abstract Word ◽  
Primary Role ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Abstract Concepts ◽  
Abstract Knowledge ◽  
Linguistic Input ◽  
Abstract Words ◽  
Concrete Words

Some explanations of abstract word learning suggest that these words are learnt primarily from the linguistic input, using statistical co-occurrences of words in language, whereas concrete words can also rely on non-linguistic, experiential information. According to this hypothesis, we expect that, if the learner is not able to fully exploit the information in the linguistic input, abstract words should be affected more than concrete ones. Embodied approaches instead argue that both abstract and concrete words can rely on experiential information and, therefore, there might not be any linguistic primacy. Here, we test the role of linguistic input in the development of abstract knowledge with children with developmental language disorder (DLD) and typically developing children aged 8–13. We show that DLD children, who by definition have impoverished language, do not show a disproportionate impairment for abstract words in lexical decision and definition tasks. These results indicate that linguistic information does not have a primary role in the learning of abstract concepts and words; rather, it would play a significant role in semantic development across all domains of knowledge. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’.

scholarly journals Learning and Using Abstract Words: Evidence from Clinical Populations

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Maria Luisa Lorusso ◽  
Michele Burigo ◽  
Alessandro Tavano ◽  
Anna Milani ◽  
Sara Martelli ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Cognitive Profile ◽  
Typically Developing ◽  
Abstract Concepts ◽  
Visual Spatial ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Concrete Words

It has been shown that abstract concepts are more difficult to process and are acquired later than concrete concepts. We analysed the percentage of concrete words in the narrative lexicon of individuals with Williams Syndrome (WS) as compared to individuals with Down Syndrome (DS) and typically developing (TD) peers. The cognitive profile of WS is characterized by visual-spatial difficulties, while DS presents with predominant impairments in linguistic abilities. We predicted that if linguistic abilities are crucial to the development and use of an abstract vocabulary, DS participants should display a higher concreteness index than both Williams Syndrome and typically developing individuals. Results confirm this prediction, thus supporting the hypothesis of a crucial role of linguistic processes in abstract language acquisition. Correlation analyses suggest that a maturational link exists between the level of abstractness in narrative production and syntactic comprehension.

Abstract Semantic Associative Network Training: A Replication and Update of an Abstract Word Retrieval Therapy Program

2020 ◽  
Vol 29 (3) ◽  
pp. 1574-1595
Author(s):  
Chaleece W. Sandberg ◽  
Teresa Gray
Keyword(s):  
Concrete Word ◽  
Abstract Word ◽  
Distinct Pattern ◽  
Word Retrieval ◽  
Effect Sizes ◽  
Associative Network ◽  
Direct Training ◽  
Network Training ◽  
Abstract Words ◽  
Concrete Words

Purpose We report on a study that replicates previous treatment studies using Abstract Semantic Associative Network Training (AbSANT), which was developed to help persons with aphasia improve their ability to retrieve abstract words, as well as thematically related concrete words. We hypothesized that previous results would be replicated; that is, when abstract words are trained using this protocol, improvement would be observed for both abstract and concrete words in the same context-category, but when concrete words are trained, no improvement for abstract words would be observed. We then frame the results of this study with the results of previous studies that used AbSANT to provide better evidence for the utility of this therapeutic technique. We also discuss proposed mechanisms of AbSANT. Method Four persons with aphasia completed one phase of concrete word training and one phase of abstract word training using the AbSANT protocol. Effect sizes were calculated for each word type for each phase. Effect sizes for this study are compared with the effect sizes from previous studies. Results As predicted, training abstract words resulted in both direct training and generalization effects, whereas training concrete words resulted in only direct training effects. The reported results are consistent across studies. Furthermore, when the data are compared across studies, there is a distinct pattern of the added benefit of training abstract words using AbSANT. Conclusion Treatment for word retrieval in aphasia is most often aimed at concrete words, despite the usefulness and pervasiveness of abstract words in everyday conversation. We show the utility of AbSANT as a means of improving not only abstract word retrieval but also concrete word retrieval and hope this evidence will help foster its application in clinical practice.

scholarly journals Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words

2009 ◽  
Vol 21 (11) ◽  
pp. 2154-2171 ◽  
Author(s):  
Anna Mestres-Missé ◽  
Thomas F. Münte ◽  
Antoni Rodriguez-Fornells
Keyword(s):  
Native Speakers ◽  
Brain Regions ◽  
Functional Neuroanatomy ◽  
Linguistic Context ◽  
Abstract Concepts ◽  
New Words ◽  
Simulation Paradigm ◽  
Abstract Words ◽  
The Brain ◽  
Concrete Words

The meaning of a novel word can be acquired by extracting it from linguistic context. Here we simulated word learning of new words associated to concrete and abstract concepts in a variant of the human simulation paradigm that provided linguistic context information in order to characterize the brain systems involved. Native speakers of Spanish read pairs of sentences in order to derive the meaning of a new word that appeared in the terminal position of the sentences. fMRI revealed that learning the meaning associated to concrete and abstract new words was qualitatively different and recruited similar brain regions as the processing of real concrete and abstract words. In particular, learning of new concrete words selectively boosted the activation of the ventral anterior fusiform gyrus, a region driven by imageability, which has previously been implicated in the processing of concrete words.

Emotional Values of Words: Relations with Concreteness and Vividness of Imagery

1989 ◽  
Vol 69 (2) ◽  
pp. 495-498 ◽  
Author(s):  
Alfredo Campos
Keyword(s):  
Positive Correlation ◽  
Affective Stimuli ◽  
Abstract Words ◽  
Concrete Words

Prior research reports that concrete words are more likely to be associated with specific affective stimuli than abstract words and that the higher the imagery values are the higher will be the emotional values. Four lists of words (concrete-pleasant, concrete-unpleasant, abstract-pleasant, abstract-unpleasant) were presented to 120 students instructed to score each word on three scales: vividness of imagery, concreteness, and emotionality. A correlation of −.60 was obtained between concreteness and emotionality and of −.47 for emotionality with imagery. In addition, a positive correlation obtained between concreteness and emotionality both with concrete (.13) and abstract (.24) words and between vividness of imagery of words and emotionality in concrete words (.34) and abstract words (.61). It is concluded correlations between ratings of concreteness and emotionality and between ratings of vividness and emotionality are positive.

Tutorial for Abstract Semantic Associative Network Training (AbSANT): Theoretical Rationale, Step-by-Step Protocol, and Material Resources

2022 ◽  
pp. 1-10
Author(s):  
Chaleece W. Sandberg
Keyword(s):  
Decision Making ◽  
Evidence Based ◽  
Theoretical Rationale ◽  
Associative Network ◽  
Material Resources ◽  
Link Type ◽  
Network Training ◽  
Informed Decisions ◽  
Abstract Words ◽  
Concrete Words

Purpose: The availability of evidence-based therapies for abstract words is limited. Abstract Semantic Associative Network Training (AbSANT) is theoretically motivated and has been shown to not only improve directly trained abstract words, such as the word emergency in the category hospital, but also promote generalization to related concrete words, such as the word doctor . Method: This tutorial provides step-by-step instructions, including cueing strategies, and material resources for conducting AbSANT. Importantly, this tutorial also explains the theoretical motivation behind AbSANT, as well as information regarding the population, dose, and environment characteristics of effective trials, to help clinicians make informed decisions regarding the applicability of this approach and to guide decision-making throughout the steps of therapy. Conclusions: AbSANT is an effective, theoretically based treatment for abstract words. This tutorial provides all of the resources needed to conduct AbSANT with clients with aphasia. Supplemental Material https://doi.org/10.23641/asha.17776211

The different representational frameworks underpinning abstract and concrete knowledge: Evidence from odd-one-out judgements

2009 ◽  
Vol 62 (7) ◽  
pp. 1377-1390 ◽  
Author(s):  
Sebastian J. Crutch ◽  
Sarah Connell ◽  
Elizabeth K. Warrington
Keyword(s):  
Concrete Word ◽  
Cognitive Tasks ◽  
Research Participants ◽  
Semantic Associations ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Normal Cognition ◽  
Neuropsychological Investigations ◽  
Concrete Words

Recent evidence from neuropsychological investigations of individuals with global aphasia and deep or deep-phonological dyslexia suggests that abstract and concrete concepts are underpinned by qualitatively different representational frameworks. Abstract words are represented primarily by their association to other words, whilst concrete words are represented primarily by their taxonomic similarity to one another. In the current study, we present the first evidence for this association/similarity distinction to be gathered from healthy research participants. Using a semantic odd-one-out task, it is shown that normal participants identify associative connections more quickly than similarity-based connections when processing abstract words, but that the pattern is reversed for concrete words. It is also demonstrated that the typical concrete-word advantage observed in many cognitive tasks is abolished and even reversed when participants have to comprehend the semantic associations between words. The data provide converging evidence for the different representational frameworks hypothesis and suggest that claims based on information from previous neuropsychological investigations can be generalized to normal cognition.

The benefits of abstract word training on productive vocabulary knowledge among second language learners

2019 ◽  
Vol 40 (6) ◽  
pp. 1331-1362
Author(s):  
Chaleece W. Sandberg ◽  
Erin Carpenter ◽  
Katherine Kerschen ◽  
Daniela Paolieri ◽  
Carrie N. Jackson
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Abstract Word ◽  
Vocabulary Knowledge ◽  
Lexical Retrieval ◽  
Generation Task ◽  
Training Paradigm ◽  
L2 Learners ◽  
Abstract Words ◽  
Concrete Words

AbstractThis study investigates the effect of an abstract word training paradigm initially developed to treat lexical retrieval deficits in patients with aphasia on second language (L2) vocabulary acquisition. Three English–Spanish L2 learners (Experiment 1) and 10 Spanish–English L2 learners (Experiment 3) were trained on 15 abstract words within a context-category (e.g., restaurant) using a five-step training paradigm based on semantic feature analysis. In addition, 7 English–Spanish L2 learners were trained on either abstract or concrete words within a context-category (Experiment 2). Across all experiments, the majority of participants trained on abstract words showed improved production of the trained abstract words, as measured by a word generation task, as well as improvement on untrained concrete words within the same context-category (i.e., generalization). Participants trained on concrete words (Experiment 2) exhibited much smaller word production gains and no generalization to abstract words. These results parallel previous findings from aphasia research and suggest that this training paradigm can successfully be extended to L2 learning contexts, where it has the potential to be a useful tool in vocabulary instruction. We discuss the findings in terms of models of spreading activation and the underlying conceptual representations of abstract and concrete words in the L2 lexicon.

scholarly journals Language Use Across International Contexts: Shaping the Minds of L2 Speakers

2018 ◽  
Vol 38 ◽  
pp. 60-79 ◽  
Author(s):  
Judith F. Kroll ◽  
Paola E. Dussias ◽  
María Teresa Bajo
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Life Experience ◽  
Extended Period ◽  
Research Network ◽  
Language Usage ◽  
Language Experience ◽  
L2 Learning ◽  
Context Of Learning

ABSTRACTBilingualism is a complex life experience. Second language (L2) learning and bilingualism take place in many different contexts. To develop a comprehensive account of dual-language experience requires research that examines individuals who are learning and using two languages in both the first language (L1) and second language (L2) environments. In this article, we review studies that exploit the presence of an international research network on bilingualism to investigate the role of the environment and some the unique characteristics of L2 learning and bilingual language usage in different locations. We ask how the context of learning affects the acquisition of the L2 and the ability to control the use of each language, how language processing is changed by the patterns of language usage in different places (e.g., whether bilinguals have been immersed in the L2 environment for an extended period of time or whether they code-switch), and how the bilingualism of the community itself influences learning and language use.

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