Action verbs are processed differently in metaphorical and literal sentences depending on the semantic match of visual primes

AbstractIn everyday conversation, we are often challenged with communicating in non-ideal settings, such as in noise. Increased speech intensity and larger mouth movements are used to overcome noise in constrained settings (the Lombard effect). How we adapt to noise in face-to-face interaction, the natural environment of human language use, where manual gestures are ubiquitous, is currently unknown. We asked Dutch adults to wear headphones with varying levels of multi-talker babble while attempting to communicate action verbs to one another. Using quantitative motion capture and acoustic analyses, we found that (1) noise is associated with increased speech intensity and enhanced gesture kinematics and mouth movements, and (2) acoustic modulation only occurs when gestures are not present, while kinematic modulation occurs regardless of co-occurring speech. Thus, in face-to-face encounters the Lombard effect is not constrained to speech but is a multimodal phenomenon where the visual channel carries most of the communicative burden.

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Syntax, action verbs, action semantics, and object semantics in Parkinson's disease: Dissociability, progression, and executive influences

Cortex ◽

10.1016/j.cortex.2015.05.022 ◽

2015 ◽

Vol 69 ◽

pp. 237-254 ◽

Cited By ~ 72

Author(s):

Yamile Bocanegra ◽

Adolfo M. García ◽

David Pineda ◽

Omar Buriticá ◽

Andrés Villegas ◽

...

Keyword(s):

Parkinson’S Disease ◽

Parkinson's Disease ◽

Action Semantics ◽

Action Verbs

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Negation markers inhibit motor routines during typing of manual action verbs

Cognition ◽

10.1016/j.cognition.2018.10.020 ◽

2019 ◽

Vol 182 ◽

pp. 286-293 ◽

Cited By ~ 6

Author(s):

Enrique García-Marco ◽

Yurena Morera ◽

David Beltrán ◽

Manuel de Vega ◽

Eduar Herrera ◽

...

Keyword(s):

Action Verbs

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Language of Responsibility. The Influence of Linguistic Abstraction on Collective Moral Emotions

Psychology of Language and Communication ◽

10.1515/plc-2017-0001 ◽

2017 ◽

Vol 21 (1) ◽

pp. 1-15

Author(s):

Michal Bilewicz ◽

Anna Stefaniak ◽

Marta Witkowska ◽

Karolina Hansen

Keyword(s):

Emotional Reactions ◽

Moral Emotions ◽

National Identification ◽

Linguistic Abstraction ◽

Linguistic Category Model ◽

The Relationship ◽

Action Verbs

Abstract Two experiments investigated the effects of linguistic abstractness on the experience of collective moral emotions. In Experiment 1 participants were presented with two scenarios about ingroup misbehavior, phrased using descriptive action verbs, interpretative action verbs, adjectives or nouns. The results show that participants experienced slightly more negative moral emotions with higher levels of linguistic abstractness. In Experiment 2 we also tested for the influence of national identification on the relationship between linguistic abstractness and emotional reactions. Additionally, we expanded the number of scenarios. Experiment 2 replicated the earlier pattern, but found larger differences between conditions. The strength of national identification did not moderate the observed effects. The results of this research are discussed within the context of the linguistic category model and psychology of collective moral emotions.

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Classroom Discourse and Teachers’ Experience: A Cognitive View

Theory and Practice in Language Studies ◽

10.17507/tpls.1110.20 ◽

2021 ◽

Vol 11 (10) ◽

pp. 1308-1317

Author(s):

Bibi Malihe Vamagh Shahi

Keyword(s):

Novice Teachers ◽

Community Of Practice ◽

Cognitive Processes ◽

Classroom Discourse ◽

English Teachers ◽

Experienced Teachers ◽

Years Of Experience ◽

Efl Teachers ◽

Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

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AN ANALYSIS ON THE STUDENTS' ERROR IN WRITING REPORT TEXT AT EIGHT GRADE STUDENTS OF SMP N 6 TIMANG GAJAH

Jurnal As-Salam ◽

10.37249/assalam.v5i1.237 ◽

2021 ◽

Vol 5 (1) ◽

pp. 10-19

Author(s):

Muhammad Hasyimsyah Batubara ◽

Cut Dara Ilfa Rahila ◽

Putri Rahmadani

Keyword(s):

Data Analysis ◽

Qualitative Approach ◽

Primary Data ◽

Primary Data Source ◽

Test Study ◽

Eighth Grade Students ◽

Data Collection Instrument ◽

Data Source ◽

Action Verbs ◽

Report Text

This research aims to determine the students' errors in writing report text at eight grade SMP N 3 Timang Gajah students. The research was conduct using a qualitative approach with a descriptive design. The primary data source is the eighth-grade students and the teacher English at SMP N 3 Timang Gajah. The data collection instrument uses observation sheets, interview sheets, and the documentary (test) study and the researcher's data analysis using Miles and Huberman models, including data reduction, display, and verification. The percentage of grade VIII students' achievement in writing report text in the reference made is low, namely only reaching: general nouns 22.04%, at present tense 22.57%, on linking verbs 29.17% and action verbs are 26.21%. In conclusion, the students still error in writing report text at grade VIII students of SMP N 3 Timang Gajah. Therefore, they should have great motivation and interest in learning report text and get used to practicing it in everyday life.

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A SYNTACTICAL STRUCTURE ANALYSIS OF METAPHORS IN THE TRANSLATION OF LAYLA MAJNUN'S ROMANCE IN 2002

Jurnal CMES ◽

10.20961/cmes.14.2.54985 ◽

2021 ◽

Vol 14 (2) ◽

pp. 188

Author(s):

Elita Ulfiana

Keyword(s):

Data Analysis ◽

Structure Analysis ◽

Syntactic Structure ◽

The Novel ◽

Syntactical Structure ◽

Action Verbs

<p>The purpose of this study is to describe the syntactic structure in the metaphors in Layla Majnun's translation of the novel. The data was obtained from the novel Layla Majnun published by Navila through listening with simak bebas libat cakap technique. Data analysis was padan using pilah unsur tertentu method, namely by sorting certain elements using referential sorting. The results showed that the metaphorical structure in Layla Majnun's novel was dominated by phrases and clauses. Images in the structure of phrases and clauses are displayed through the categories of nouns and verbs. The form of the verb in the clause is found in the form of action verbs, events and circumstances. The variety of these forms proves that the metaphorical structure is consistent in constructing its construction to form a concrete meaning that is easily understood by the reader.</p>

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Dissociable electrophysiological correlates of semantic access of motor and non-motor concepts

10.1101/517284 ◽

2019 ◽

Author(s):

Rodika Sokoliuk ◽

Sara Calzolari ◽

Damian Cruse

Keyword(s):

Premotor Cortex ◽

Event Related Potentials ◽

Specific Role ◽

Cortical Activation ◽

Motor Action ◽

Relative Contribution ◽

Related Potentials ◽

Action Verbs ◽

Healthy Participants

AbstractThe notion of semantic embodiment posits that concepts are represented in the same neural sensorimotor systems that were involved in their acquisition. However, evidence in support of embodied semantics – in particular the hypothesised contribution of motor and premotor cortex to the representation of action concepts – is varied. Here, we tested the hypothesis that, consistent with semantic embodiment, sensorimotor cortices will rapidly become active while healthy participants access the meaning of visually-presented motor and non-motor action verbs. Event-related potentials revealed early differential processing of motor and non-motor verbs (164-203ms) within distinct regions of cortex likely reflecting rapid cortical activation of differentially distributed semantic representations. However, we found no evidence for a specific role of sensorimotor cortices in supporting these representations. Moreover, we observed a later modulation of the alpha band (8-12Hz) from 555-785ms over central electrodes, with estimated generators within the left superior parietal lobule, which may reflect post-lexical activation of the object-directed features of the motor action concepts. In conclusion, we find no evidence for a specific role of sensorimotor cortices when healthy participants judge the meaning of visually-presented action verbs. However, the relative contribution of sensorimotor cortices to action comprehension may vary as a function of task goals.

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