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Journal articles on the topic 'Action with words'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Oliveri, Massimiliano, Chiara Finocchiaro, Kevin Shapiro, Massimo Gangitano, Alfonso Caramazza, and Alvaro Pascual-Leone. "All Talk and No Action: A Transcranial Magnetic Stimulation Study of Motor Cortex Activation during Action Word Production." Journal of Cognitive Neuroscience 16, no. 3 (2004): 374–81. http://dx.doi.org/10.1162/089892904322926719.

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A number of researchers have proposed that the premotor and motor areas are critical for the representation of words that refer to actions, but not objects. Recent evidence against this hypothesis indicates that the left premotor cortex is more sensitive to grammatical differences than to conceptual differences between words. However, it may still be the case that other anterior motor regions are engaged in processing a word's sensorimotor features. In the present study, we used singleand paired-pulse transcranial magnetic stimulation to test the hypothesis that left primary motor cortex is activated during the retrieval of words (nouns and verbs) associated with specific actions. We found that activation in the motor cortex increased for action words compared with non-action words, but was not sensitive to the grammatical category of the word being produced. These results complement previous findings and support the notion that producing a word activates some brain regions relevant to the sensorimotor properties associated with that word regardless of its grammatical category.

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2

Everson, Lloyd K. "Words versus Action." Oncology Issues 6, no. 2 (1991): 4. http://dx.doi.org/10.1080/10463356.1991.11905024.

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3

de Nooijer, Jacqueline A., Tamara van Gog, Fred Paas, and Rolf A. Zwaan. "Words in action." Gesture 14, no. 1 (2014): 46–69. http://dx.doi.org/10.1075/gest.14.1.03noo.

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Research on embodied cognition has shown that action and language are closely intertwined. The present study seeks to exploit this relationship, by systematically investigating whether motor activation would improve eight-to-nine year old children’s learning of vocabulary in their first language. In a within-subjects paradigm, 49 children learned novel object manipulation, locomotion and abstract verbs via a verbal definition alone and in combination with gesture observation, imitation, or generation (i.e., enactment). Results showed that learning of locomotion verbs significantly improved through gesture observation compared to verbal definitions only. For learning object-manipulation verbs, children with good language skills seemed to benefit from imitation and enactment, while this appeared to hinder children with poor language skills. Learning of abstract verbs was not differentially affected by instructional condition. This study suggests that the effectiveness of observing and generating gestures for vocabulary learning may differ depending on verb type and language proficiency.

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4

Turpin, David L. "Words seeking action." American Journal of Orthodontics and Dentofacial Orthopedics 133, no. 4 (2008): 481–82. http://dx.doi.org/10.1016/j.ajodo.2008.02.011.

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5

Camarata, Stephen, and Laurence B. Leonard. "Young children pronounce object words more accurately than action words." Journal of Child Language 13, no. 1 (1986): 51–65. http://dx.doi.org/10.1017/s0305000900000295.

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ABSTRACTYoung children's productions of novel words serving as names of objects and actions were compared. Although the object and action names were matched according to consonant and syllable structure, accurate production of newly emerging consonants was greater for the object words for each of the measures used: spontaneous production and unsolicited imitation during the word exposure sessions, and responses to production probes administered during and following the exposure sessions. These findings are attributed to the fact that action words have greater semantic complexity than object words, and that the increased processing requirements involved in referring to actions reduce the capacity to use newly developing sounds in these words.

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6

Camarata, Stephen M., and Richard G. Schwartz. "Production of Object Words and Action Words." Journal of Speech, Language, and Hearing Research 28, no. 3 (1985): 323–30. http://dx.doi.org/10.1044/jshr.2803.323.

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The purpose of this investigation was to examine a potential semantic-phonological interaction in children whose speech was limited to single-word utterances. The action word and object word productions of language-normal and language-impaired children were examined in two experiments. The results of the first revealed that the percentage of consonants produced correctly within the spontaneous speech of both subject groups was higher for object words. The second experiment involved examining the children's productions of unfamiliar object and action words that had been presented over 10 experimental sessions. The findings indicated the production advantage for object words was maintained even when certain input factors were controlled. The greater semantic complexity of action words as compared to object words may account for the difference in production accuracy.

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7

Pulvermüller, Friedemann, Yury Shtyrov, and Risto Ilmoniemi. "Brain Signatures of Meaning Access in Action Word Recognition." Journal of Cognitive Neuroscience 17, no. 6 (2005): 884–92. http://dx.doi.org/10.1162/0898929054021111.

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The brain basis of action words may be neuron ensembles binding language-and action-related information that are dispersed over both language-and action-related cortical areas. This predicts fast spreading of neuronal activity from language areas to specific sensorimotor areas when action words semantically related to different parts of the body are being perceived. To test this, fast neurophysiological imaging was applied to reveal spatiotemporal activity patterns elicited by words with different action-related meaning. Spoken words referring to actions involving the face or leg were presented while subjects engaged in a distraction task and their brain activity was recorded using high-density magnetoencephalography. Shortly after the words could be recognized as unique lexical items, objective source localization using minimum norm current estimates revealed activation in superior temporal (130 msec) and inferior frontocentral areas (142-146 msec). Face-word stimuli activated inferior frontocentral areas more strongly than leg words, whereas the reverse was found at superior central sites (170 msec), thus reflecting the cortical somatotopy of motor actions signified by the words. Significant correlations were found between local source strengths in the frontocentral cortex calculated for all participants and their semantic ratings of the stimulus words, thus further establishing a close relationship between word meaning access and neurophysiology. These results show that meaning access in action word recognition is an early automatic process reflected by spatiotemporal signatures of word-evoked activity. Word-related distributed neuronal assemblies with specific cortical topographies can explain the observed spatiotemporal dynamics reflecting word meaning access.

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8

Williams, Jim. "Action needed not words." Nursing Standard 4, no. 38 (1990): 41. http://dx.doi.org/10.7748/ns.4.38.41.s36.

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9

Sandoz, Yves. "From words to action." International Review of the Red Cross 33, no. 296 (1993): 355–58. http://dx.doi.org/10.1017/s0020860400081870.

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Eight hundred and fifteen delegates from 160 States, 39 Ministers, 20 Deputy Ministers and 12 Secretaries of State, the United Nations Secretary-General, the High Commissioner for Refugees and the Under Secretary-General for Humanitarian Affairs, the International Red Cross and Red Crescent Movement represented by the Presidents of the ICRC and the Federation and the Chairman of the Standing Commission, and all the major governmental and non-governmental organizations active in the sphere of armed conflict the Swiss government succeeded within the space of a few months in arranging for all these to come together in Geneva for a three-day meeting to discuss the protection of war victims and adopt a substantive declaration on the issue. The International Conference for the Protection of War Victims was undeniably a success.

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10

Tansey, G. "From words to action." Ecology of Food and Nutrition 32, no. 1-2 (1994): 45–50. http://dx.doi.org/10.1080/03670244.1994.9991379.

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11

C. Buttigieg, Sandra, Vincent Cassar, and Judy W. Scully. "From words to action." Journal of Health Organization and Management 27, no. 5 (2013): 618–45. http://dx.doi.org/10.1108/jhom-06-2012-0101.

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12

Smaglik, Paul. "Translating words into action." Nature 416, no. 6877 (2002): 3. http://dx.doi.org/10.1038/nj6877-03a.

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13

Moore, Mike. "Cheery words, little action." Bulletin of the Atomic Scientists 52, no. 4 (1996): 14–60. http://dx.doi.org/10.1080/00963402.1996.11456636.

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14

Schwartz, Richard G. "Early action word acquisition in normal and language-impaired children." Applied Psycholinguistics 9, no. 2 (1988): 111–22. http://dx.doi.org/10.1017/s0142716400006767.

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AbstractThe acquisition of words referring to three types of actions was examined in normally developing and language-impaired children using a nonsense word paradigm. Fourteen language-normal and 10 language-impaired children whose speech was limited to single-word utterances served as subjects. The children were presented with 12 experimental words in 5 sessions over a period of approximately 3 weeks. The experimental words referred to actions that were classified as intransitive, transitive and specific to a particular object, or transitive but performed on 4 different objects. The children in both groups produced few of the action words. However, the groups differed in their comprehension of the three action word types. Specifically, the language-impaired children did not exhibit differences in comprehension across the different types of actions. The language-normal children, however, comprehended fewer words for intransitive actions than for the other types. The implications of these findings for characterizations of early lexical acquisition and for the nature of specific language impairment are addressed.

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15

de Zubicaray, Greig I., Katie L. McMahon, and Joanne Arciuli. "A Sound Explanation for Motor Cortex Engagement during Action Word Comprehension." Journal of Cognitive Neuroscience 33, no. 1 (2021): 129–45. http://dx.doi.org/10.1162/jocn_a_01640.

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Comprehending action words often engages similar brain regions to those involved in perceiving and executing actions. This finding has been interpreted as support for grounding of conceptual processing in motor representations or that conceptual processing involves motor simulation. However, such demonstrations cannot confirm the nature of the mechanism(s) responsible, as word comprehension involves multiple processes (e.g., lexical, semantic, morphological, phonological). In this study, we tested whether this motor cortex engagement instead reflects processing of statistical regularities in sublexical phonological features. Specifically, we measured brain activity in healthy participants using functional magnetic resonance imaging while they performed an auditory lexical decision paradigm involving monosyllabic action words associated with specific effectors (face, arm, and leg). We show that nonwords matched to the action words in terms of their phonotactic probability elicit common patterns of activation. In addition, we show that a measure of the action words' phonological typicality, the extent to which a word's phonology is typical of other words in the grammatical category to which it belongs (i.e., more or less verb-like), is responsible for their activating a significant portion of primary and premotor cortices. These results indicate motor cortex engagement during action word comprehension is more likely to reflect processing of statistical regularities in sublexical phonological features than conceptual processing. We discuss the implications for current neurobiological models of language, all of which implicitly or explicitly assume that the relationship between the sound of a word and its meaning is arbitrary.

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16

de Zubicaray, Greig, Joanne Arciuli, and Katie McMahon. "Putting an “End” to the Motor Cortex Representations of Action Words." Journal of Cognitive Neuroscience 25, no. 11 (2013): 1957–74. http://dx.doi.org/10.1162/jocn_a_00437.

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Language processing is an example of implicit learning of multiple statistical cues that provide probabilistic information regarding word structure and use. Much of the current debate about language embodiment is devoted to how action words are represented in the brain, with motor cortex activity evoked by these words assumed to selectively reflect conceptual content and/or its simulation. We investigated whether motor cortex activity evoked by manual action words (e.g., caress) might reflect sensitivity to probabilistic orthographic–phonological cues to grammatical category embedded within individual words. We first review neuroimaging data demonstrating that nonwords evoke activity much more reliably than action words along the entire motor strip, encompassing regions proposed to be action category specific. Using fMRI, we found that disyllabic words denoting manual actions evoked increased motor cortex activity compared with non-body-part-related words (e.g., canyon), activity which overlaps that evoked by observing and executing hand movements. This result is typically interpreted in support of language embodiment. Crucially, we also found that disyllabic nonwords containing endings with probabilistic cues predictive of verb status (e.g., -eve) evoked increased activity compared with nonwords with endings predictive of noun status (e.g., -age) in the identical motor area. Thus, motor cortex responses to action words cannot be assumed to selectively reflect conceptual content and/or its simulation. Our results clearly demonstrate motor cortex activity reflects implicit processing of ortho-phonological statistical regularities that help to distinguish a word's grammatical class.

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17

Blackman, Galicia. "The Meeting of Multiple Words and Worlds." Language and Literacy 22, no. 1 (2020): 6–23. http://dx.doi.org/10.20360/langandlit29513.

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As a newcomer to Canadian culture, I present an interpretive rendering of my encounters with settler and Indigenous relations. It is my humble attempt to respond to the Truth and Reconciliation Calls to Action ([TRC], 2015) for newcomers, by providing insight into what newcomers might experience in response to the complexities of Indigenous and settler dialogues. Newcomers are diverse groups, on the fringes of Indigenous-settler relations discourse, and outside of the protocols to enter such dialogues. Therefore, I ask, where and when can newcomers, temporary or long term, enter the dialogues in meaningful, respectful ways? I came to recognize that as a newcomer the more appropriate course of action would be to wait to be invited into the conversation; but that does not absolve me of the responsibility to inform myself about Indigenous-settler relations and confront my discomforts with how I am implicated in these relations. This led me to inquire, can newcomers be of value in the ways multiple ethnic groups live together, in a good way? Using a hermeneutic and mythopoetic lens I present a series of vignettes that attempt to grapple with these questions, to contribute to the discourse of responses to the Calls to Action (TRC, 2015).

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18

Boulenger, Véronique, and Tatjana A. Nazir. "Interwoven functionality of the brain’s action and language systems." Words and their meaning: A deep delve from surface distribution intounderlying neural representation 5, no. 2 (2010): 231–54. http://dx.doi.org/10.1075/ml.5.2.05bou.

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Theories of embodied cognition consider language understanding as intimately linked to sensory and motor processes. Here we review evidence from kinematic and electrophysiological studies for the idea that processing of words referring to bodily actions, even when subliminally presented, recruits the same motor regions that are involved in motor control. We further discuss the functional role of the motor system in action word retrieval in light of neuropsychological data showing modulation of masked priming effects for action verbs in Parkinson’s patients as a function of dopaminergic treatment. Finally, a neuroimaging study revealing semantic somatotopy in the motor cortex during reading of idioms that include action words is presented. Altogether these findings provide strong arguments that semantic mechanisms are grounded in action-perception systems of the brain. They support the existence of common brain signatures to action words, even when embedded in idiomatic sentences, and motor action. They further suggest that motor schemata reflecting word meaning contribute to lexico-semantic retrieval of action words.

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19

Raposo, Ana, Helen E. Moss, Emmanuel A. Stamatakis, and Lorraine K. Tyler. "Modulation of motor and premotor cortices by actions, action words and action sentences." Neuropsychologia 47, no. 2 (2009): 388–96. http://dx.doi.org/10.1016/j.neuropsychologia.2008.09.017.

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20

Scott, Graham. "Strategy’s words turned into action." Nursing Standard 14, no. 1 (1999): 8. http://dx.doi.org/10.7748/ns.14.1.8.s20.

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21

Torsello, Davide. "Action Speaks Louder Than Words?" Anthropological Journal of European Cultures 17, no. 1 (2008): 96–118. http://dx.doi.org/10.3167/ajec.2008.01701006.

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This article argues that trust cannot be easily isolated as a form of social interaction without the risk of overseeing the nuance between practices and ideas. Using a case study of a rural community in post-socialist Slovakia, the author examines how trust and trustworthiness are built and applied under conditions of profound social transformation. Following mainstream anthropological approaches to post-socialism, he shows that this transformation has deeply affected the patterns of local social interaction. Moreover, following Slovakia's recent EU accession, increased social and work mobility have further complicated the picture. If trust remains a crucial idea underpinning individual social choices, cognitive constructions of trustworthiness tend to diverge from practices. This is due, among other factors, to the difficulty of calibrating spatial and temporal mental models of trustworthiness with trust as social action.

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22

Naish, John. "Day of words and action." Nursing Standard 3, no. 11 (1988): 9. http://dx.doi.org/10.7748/ns.3.11.9.s19.

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23

Handscombe, Robert D. "Fewer words and more action." Industry and Higher Education 2, no. 1 (1988): 7–8. http://dx.doi.org/10.1177/095042228800200103.

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Great benefits for university/interaction can be gained from calling upon the experience of existing organizations and building on their strengths. One such organization is the University Directors of Industrial Liaison (UDIL). This article discusses the ways in which UDIL can promote collaboration and prompts universities, industry, agencies and government alike to act, not just talk.

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24

Grüneberg, Keith. "Book Review: Words in Action." Theology 106, no. 833 (2003): 360–61. http://dx.doi.org/10.1177/0040571x0310600512.

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25

Gjerde, Kristina. "Moving from Words to Action." International Journal of Marine and Coastal Law 20, no. 3 (2005): 323–44. http://dx.doi.org/10.1163/157180805775098586.

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26

Flaskerud, Jacquelyn. "Can Our Words Produce Action?" Issues in Mental Health Nursing 32, no. 6 (2011): 394–96. http://dx.doi.org/10.3109/01612840.2011.570477.

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27

Wallentin, Mikkel, Arndis Simonsen, and Andreas Højlund Nielsen. "Action speaks louder than words." Scientific Study of Literature 3, no. 1 (2013): 137–53. http://dx.doi.org/10.1075/ssol.3.1.11wal.

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Narratives are thought to evoke emotions through empathy, which is thought to rely on mentalizing. In this study young adults rated emotional intensity while listening to a narrative and took an empathy test. We show how empathy correlates well with overall level of experienced intensity. However, no correlation with empathy is found in the parts of the story that received highest intensity ratings across participants. Reverse correlation analysis reveals that these parts contain physical threat scenarios, while parts where empathy is correlated with intensity describe social interaction that can only be understood through mentalizing. This suggests that narratives evoke emotions, both based on “simple” physical contagion (affective empathy) and on complex mentalizing (affective theory of mind) and that these effects may be more or less independent.

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28

Maharaj, Ameerchund (Ashraf). "Speeding up Vocabulary Acquisition through Action Research." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 245. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.245.

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Gaining a wider vocabulary is fundamental to language learning. It follows then that the faster students engage and learn new words, the faster will be their proficiency with the target language. Multi-Dimensional Vocabulary Acquisition (or MDVA) means approaching new terms / concepts from a variety of perspectives so that the target word is thoroughly analysed, giving students access to all dimensions of the word. There are many dimensions or elements that will help elucidate and unlock meaning, but for the purposes of this chapter new words will be looked at in terms of their antonyms, synonyms and associated words, rhyming counterparts, idiomatic usage, gender considerations, diminutive implications, proverbial usage and likely confusion with other words. In this study the author employs an Action Research methodology where practical classroom exercises involving students’ writing efforts pre- and post MDVA are closely examined. Using the familiar “spiral of cycles” approach, it becomes clear that “unpacking” the target word means that the meaning of many other words associated with the target word becomes explicit. A workshop with faculty is included as part of the practical application of MDVA.

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29

Lederman, Norman G., and Margaret L. Niess. "Action Research: Our Actions May Speak Louder Than Our Words." School Science and Mathematics 97, no. 8 (1997): 397–99. http://dx.doi.org/10.1111/j.1949-8594.1997.tb17383.x.

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30

Black, N. "Clinical governance: fine words or action?" BMJ 316, no. 7127 (1998): 297–98. http://dx.doi.org/10.1136/bmj.316.7127.297.

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31

Burrows, Alan. "When words speak louder than action." World Pumps 2001, no. 422 (2001): 3. http://dx.doi.org/10.1016/s0262-1762(01)80464-8.

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32

Blaney, C. "Beyond Beijing: putting words into action." Environmental Health Perspectives 104, no. 3 (1996): 272–74. http://dx.doi.org/10.1289/ehp.96104272.

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33

Mangan, Michael. "Words and Action: Current Shakespeare Criticism." Literature & History 2, no. 1 (1993): 85–94. http://dx.doi.org/10.1177/030619739300200105.

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34

Poole, W. "'Unpointed Words': Shakespearean Syntax in Action." Cambridge Quarterly 32, no. 1 (2003): 27–48. http://dx.doi.org/10.1093/camqtly/32.1.27.

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35

Helene, André Frazão, and Verónica S. Valentinuzzi. "Brazil needs action rather than words." Nature 431, no. 7009 (2004): 627. http://dx.doi.org/10.1038/431627a.

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36

Pick, Herbert L. "Action Systems Speak Louder Than Words." Contemporary Psychology: A Journal of Reviews 42, no. 10 (1997): 927–28. http://dx.doi.org/10.1037/000114.

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37

Bertrand, Jane. "So many words, so little action." Paediatrics & Child Health 14, no. 10 (2009): 658–59. http://dx.doi.org/10.1093/pch/14.10.658.

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38

Capirci, Olga, Annarita Contaldo, Maria Cristina Caselli, and Virginia Volterra. "From action to language through gesture." Gestural Communication in Nonhuman and Human Primates 5, no. 1-2 (2005): 155–77. http://dx.doi.org/10.1075/gest.5.1.12cap.

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The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

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39

Eiteljoerge, Sarah F. V., Maurits Adam, Birgit Elsner, and Nivedita Mani. "Consistency of co-occurring actions influences young children’s word learning." Royal Society Open Science 6, no. 8 (2019): 190097. http://dx.doi.org/10.1098/rsos.190097.

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Communication with young children is often multimodal in nature, involving, for example, language and actions. The simultaneous presentation of information from both domains may boost language learning by highlighting the connection between an object and a word, owing to temporal overlap in the presentation of multimodal input. However, the overlap is not merely temporal but can also covary in the extent to which particular actions co-occur with particular words and objects, e.g. carers typically produce a hopping action when talking about rabbits and a snapping action for crocodiles. The frequency with which actions and words co-occurs in the presence of the referents of these words may also impact young children’s word learning. We, therefore, examined the extent to which consistency in the co-occurrence of particular actions and words impacted children’s learning of novel word–object associations. Children (18 months, 30 months and 36–48 months) and adults were presented with two novel objects and heard their novel labels while different actions were performed on these objects, such that the particular actions and word–object pairings always co-occurred ( Consistent group) or varied across trials ( Inconsistent group). At test, participants saw both objects and heard one of the labels to examine whether participants recognized the target object upon hearing its label. Growth curve models revealed that 18-month-olds did not learn words for objects in either condition, and 30-month-old and 36- to 48-month-old children learned words for objects only in the Consistent condition, in contrast to adults who learned words for objects independent of the actions presented. Thus, consistency in the multimodal input influenced word learning in early childhood but not in adulthood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities to shape the learning experience.

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40

Kee, Hayden. "Horizons of the word: Words and tools in perception and action." Phenomenology and the Cognitive Sciences 19, no. 5 (2020): 905–32. http://dx.doi.org/10.1007/s11097-020-09655-5.

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41

Kocoglu, Ipek, Gary Lynn, Yunho Jung, Peter G. Dominick, Zvi Aronson, and Pamela Burke. "Actions speak louder than words." Management Decision 58, no. 3 (2019): 465–94. http://dx.doi.org/10.1108/md-09-2018-1018.

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Purpose The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept, namely team action listening on team success, and investigate how team commitment moderates the relationship between team trust and team action listening. Design/methodology/approach The authors explored listening in teams in the field and in the lab, both qualitatively and quantitatively, through studying 474 team members representing 100 teams. The authors tested the hypotheses by structural equation modeling augmented with in-depth team interviews. Findings The findings showed that: teams demonstrate that they listen by taking action, teams that exhibit action listening are more successful, there is a direct relationship between team trust and team action listening and team commitment negatively moderates this relation in larger teams. Practical implications Managers should encourage taking action in team discussions. Yet, they should be wary of the detrimental effects of team commitment to team action listening particularly in teams with high trust. Commitment increases the risk of groupthink and decreases the participation to team discussions and listening. In particular, managers may benefit from keeping the team smaller, as in large teams, commitment suppresses the relationship between trust and team action listening. Originality/value This study extends research on team listening by adding the action aspect that distinguishes successful teams. It is one of the first to investigate the interrelationships between team trust, commitment, team action listening and success in teams.

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42

Fargier, Raphaël, Mathilde Ménoret, Véronique Boulenger, Tatjana A. Nazir, and Yves Paulignan. "Grasp It Loudly! Supporting Actions with Semantically Congruent Spoken Action Words." PLoS ONE 7, no. 1 (2012): e30663. http://dx.doi.org/10.1371/journal.pone.0030663.

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43

Rivera, Jesus M., Travis M. Scott, J. Kaci Fairchild, Brian P. Yochim, and Michelle R. Madore. "A-157 Lexical-Semantic Analysis of Verbal Naming Test Performance in Older Adult Veterans." Archives of Clinical Neuropsychology 36, no. 6 (2021): 1211. http://dx.doi.org/10.1093/arclin/acab062.175.

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Abstract Objective The Verbal Naming Test (VNT), a validated non-visual measure of word-finding ability in older adults, was designed to include words from distinct lexical (i.e., verbs vs. nouns) and semantic (i.e., action vs. object) categories to better capture various naming deficits. This study examined specific contributions of lexical and semantic categories to the convergent and discriminant validity of the VNT, and to how well it detects Mild Cognitive Impairment (MCI). Method The sample of older Veterans included 157 healthy controls (mean age = 74.23, SD = 6.67; range:60–89) and 39 diagnosed with MCI (mean age = 72.97, SD = 8.24; range:60–88). VNT item subscales were constructed for verbs/actions (ActionW) and nouns/objects presented either with (Obj+) or without (ObjW) an action component in the prompt. Correlations were calculated between VNT total/subscales and several other neuropsychological measures. ROC analyses compared relative contributions of each VNT subscale in detecting MCI. Results The ActionW subscale showed poor reliability (Cronbach’s alpha = 0.303) and did not correlate with any other measures. The ObjW, and Obj + subscales showed better reliability (Cronbach’s alpha&gt;0.62) and correlated with age, measures of memory, and the Boston Naming Test. The Area Under the Curve (AUC) for detection of MCI was as follows: ActionW = 0.616; Obj + =0.635; ObjW = 0.689; and 50items = 0.690. Conclusions Lexical and semantic categories differentially affect VNT detection of MCI in older veterans. Object words, especially those without associated action components, provide the best measurement scale. Although still clinically relevant in detecting MCI, the poor reliability of verbs/action words suggests revising the VNT may improve its psychometric properties. Future research should replicate these results in a clinical sample.

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HARRIS, MARGARET, and JOAN CHASIN. "Developments in early lexical comprehension: a comparison of parental report and controlled testing." Journal of Child Language 26, no. 2 (1999): 453–60. http://dx.doi.org/10.1017/s0305000999003839.

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Six children were studied from the age of 0;6 to 1;6 in order to chart their developing comprehension vocabularies from the first to the 100th word. Observational data were used in the first instance to identify newly comprehended words and then controlled testing was carried out for each word to confirm and expand the observational data. Comprehension of words was divided into four categories – object names, context-bound object words, action words and personal names. The relative frequency of the different categories of word was found to change with the size of the comprehension vocabulary as personal names decreased in importance and both object names and action words became increasingly more common. There was considerable variation among the six children especially in the proportion of object names and action words that they understood but vocabulary composition became highly stable between 60 and 100 words.

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van Dam, Wessel O., Eelco V. van Dongen, Harold Bekkering, and Shirley-Ann Rueschemeyer. "Context-dependent Changes in Functional Connectivity of Auditory Cortices during the Perception of Object Words." Journal of Cognitive Neuroscience 24, no. 10 (2012): 2108–19. http://dx.doi.org/10.1162/jocn_a_00264.

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Embodied theories hold that cognitive concepts are grounded in our sensorimotor systems. Specifically, a number of behavioral and neuroimaging studies have buttressed the idea that language concepts are represented in areas involved in perception and action [Pulvermueller, F. Brain mechanisms linking language and action. Nature Reviews Neuroscience, 6, 576–582, 2005; Barsalou, L. W. Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660, 1999]. Proponents of a strong embodied account argue that activity in perception/action areas is triggered automatically upon encountering a word and reflect static semantic representations. In contrast to what would be expected if lexical semantic representations are automatically triggered upon encountering a word, a number of studies failed to find motor-related activity for words with a putative action-semantic component [Raposo, A., Moss, H. E., Stamatakis, E. A., & Tyler, L. K. Modulation of motor and premotor cortices by actions, action words and action sentences. Neuropsychologia, 47, 388–396, 2009; Rueschemeyer, S.-A., Brass, M., & Friederici, A. D. Comprehending prehending: Neural correlates of processing verbs with motor stems. Journal of Cognitive Neuroscience, 19, 855–865, 2007]. In a recent fMRI study, Van Dam and colleagues [Van Dam, W. O., Van Dijk, M., Bekkering, H., & Rueschemeyer, S.-A. Flexibility in embodied lexical-semantic representations. Human Brain Mapping, in press] showed that the degree to which a modality-specific region contributes to a representation considerably changes as a function of context. In the current study, we presented words for which both motor and visual properties (e.g., tennis ball, boxing glove) were important in constituting the concept. Our aim was to corroborate on earlier findings of flexible and context-dependent language representations by testing whether functional integration between auditory brain regions and perception/action areas is modulated by context. Functional connectivity was investigated by means of a psychophysiological interaction analysis, in which we found that bilateral superior temporal gyrus was more strongly connected with brain regions relevant for coding action information: (1) for Action Color words vs. Abstract words, and (2) for Action Color words presented in a context that emphasized action vs. a context that emphasized color properties.

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Poulin-Dubois, Diane, and James N. Forbes. "Toddlers' attention to intentions-in-action in learning novel action words." Developmental Psychology 38, no. 1 (2002): 104–14. http://dx.doi.org/10.1037/0012-1649.38.1.104.

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Kammen, Daniel M. "Turning words into action on climate change." Carbon Management 4, no. 2 (2013): 139–42. http://dx.doi.org/10.4155/cmt.13.6.

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Salisbury, Chris. "Multimorbidity: time for action rather than words." British Journal of General Practice 63, no. 607 (2013): 64–65. http://dx.doi.org/10.3399/bjgp13x661020.

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Hallal, Pedro C., and Michael Pratt. "Physical activity: moving from words to action." Lancet Global Health 8, no. 7 (2020): e867-e868. http://dx.doi.org/10.1016/s2214-109x(20)30256-4.

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Kim, Hannah, Shuichi Suetani, Malcolm Forbes, and David Nguyen. "Psychiatry trainee welfare – from words to action." Australasian Psychiatry 27, no. 3 (2018): 212–14. http://dx.doi.org/10.1177/1039856218804350.

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Objective: To review selected literature available on trainee welfare and reflect on our own experiences to provide practical advice to our colleagues and suggest strategies to enhance trainee welfare. Conclusions: Promoting the welfare of psychiatry trainees requires a three-pronged approach. We must care for ourselves through individual strategies; we must advocate for optimization of the systems we work in to minimize modifiable factors associated with burnout; and we must continue on the perennial challenge of culture change to reduce stigma around stress and mental illness and promote a healthier workplace.

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