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Journal articles on the topic 'Concrete word'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

Tracy, Robert J., William R. Betts, and Pauline Ketsios. "The Effect of Abstract and Concrete Contexts on the Imageability and Recallability of Words." Imagination, Cognition and Personality 14, no. 3 (1995): 227–45. http://dx.doi.org/10.2190/txvg-09qr-u582-ga6y.

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Word imageability, the degree to which different words arouse imagery, is a powerful variable affecting mental imagery and memory. This study examined whether word imageability varies depending on the context within which words are presented. We randomly sampled abstract (low imageability) words and also concrete (high imageability) words from available norms. Introductory psychology students rated the words for imageability in different contexts. In the mixed content, students rated the abstract and concrete words mixed within the same set of words, similarly to the way words were rated in th

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BAUER, LISA M., ERIK L. OLHEISER, JEANETTE ALTARRIBA, and NICOLE LANDI. "Word type effects in false recall: Concrete, abstract, and emotion word critical lures." American Journal of Psychology 122, no. 4 (2009): 469–81. http://dx.doi.org/10.2307/27784422.

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Abstract Previous research has demonstrated that definable qualities of verbal stimuli have implications for memory. For example, the distinction between concrete and abstract words has led to the finding that concrete words have an advantage in memory tasks (i.e., the concreteness effect). However, other word types, such as words that label specific human emotions, may also affect memory processes. This study examined the effects of word type on the production of false memories by using a list-learning false memory paradigm. Participants heard lists of words that were highly associated to non

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Sandberg, Chaleece W., and Teresa Gray. "Abstract Semantic Associative Network Training: A Replication and Update of an Abstract Word Retrieval Therapy Program." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1574–95. http://dx.doi.org/10.1044/2020_ajslp-19-00066.

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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 fr

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Mestres-Missé, Anna, Thomas F. Münte, and Antoni Rodriguez-Fornells. "Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words." Journal of Cognitive Neuroscience 21, no. 11 (2009): 2154–71. http://dx.doi.org/10.1162/jocn.2008.21171.

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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

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Binder, J. R., C. F. Westbury, K. A. McKiernan, E. T. Possing, and D. A. Medler. "Distinct Brain Systems for Processing Concrete and Abstract Concepts." Journal of Cognitive Neuroscience 17, no. 6 (2005): 905–17. http://dx.doi.org/10.1162/0898929054021102.

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Behavioral and neurophysiological effects of word imageability and concreteness remain a topic of central interest in cognitive neuroscience and could provide essential clues for understanding how the brain processes conceptual knowledge. We examined these effects using event-related functional magnetic resonance imaging while participants identified concrete and abstract words. Relative to nonwords, concrete and abstract words both activated a left-lateralized network of multimodal association areas previously linked with verbal semantic processing. Areas in the left lateral temporal lobe wer

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Campos, Alfredo. "Pleasant Words: Relation with Concreteness and Imagery Values When Stimuli are Controlled." Psychological Reports 65, no. 2 (1989): 367–70. http://dx.doi.org/10.2466/pr0.1989.65.2.367.

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We affirm, contrary to the opinion of some authors, that there is no correlation between values of pleasantness and values of concreteness of words, and we also affirm that there is no correlation between pleasant and imagery values of words. The fact that a word is pleasant or unpleasant depends on the meaning of a word. The concrete level only influences so a pleasant word is more pleasant and an unpleasant word is more unpleasant. The imagery value of a word does not influence in the fact that a word is pleasant or unpleasant. It will only influence the intensity of the pleasant or the unpl

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Campos, Alfredo. "On the Association between the Pleasantness and Meaningfulness of Words." Perceptual and Motor Skills 78, no. 3_suppl (1994): 1192–94. http://dx.doi.org/10.2466/pms.1994.78.3c.1192.

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To study the associations between the pleasantness and meaningfulness of words of four classes (pleasant and concrete, unpleasant and concrete, pleasant and abstract, unpleasant and abstract), we presented a 20-word list for each class to 184 subjects who rated the words for pleasantness and reported associations for calculation of word meaningfulness. Within both the concrete and abstract groups, pleasantness and meaningfulness were positively correlated for pleasant words and negatively correlated for unpleasant words. Although none of these correlations was statistically significant, all fo

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Zuo, Ziyao. "Unraveling the Enigma: Exploring Varied Perspectives on Concrete-Abstract Word Contrasts." Journal of Innovations in Medical Research 2, no. 11 (2023): 9–15. http://dx.doi.org/10.56397/jimr/2023.11.02.

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The paper delves into the complex and multifaceted nature of the concrete-abstract word contrast, examining various theoretical perspectives and empirical evidence. While the context availability theory underscores the importance of contextual knowledge, it encounters challenges in light of contradictory findings, particularly the greater right hemisphere activation for concrete words. Dual coding theory suggests that both concrete and abstract words rely on verbal information, with concrete words benefiting from additional imagistic content. However, the reverse concreteness effect, favoring

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Declercq, Christelle, Pauline Marlé, and Régis Pochon. "Emotion word comprehension in children aged 4–7 years." Educational and Developmental Psychologist 36, no. 2 (2019): 82–87. http://dx.doi.org/10.1017/edp.2019.17.

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AbstractDespite its importance for furthering social relationships, the development of the emotional lexicon has seldom been studied. Recent research suggests that during childhood, emotion words are acquired less rapidly than concrete words, but more rapidly than abstract words. The present study directly compared the comprehension of emotion words with the comprehension of concrete and abstract words in children aged 4–7 years. Children were shown 48 sets of four pictures and for each set had to point to the picture corresponding to a word that had just been pronounced. Words referred to con

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Mestres-Missé, Anna, Thomas F. Münte, and Antoni Rodriguez-Fornells. "Mapping concrete and abstract meanings to new words using verbal contexts." Second Language Research 30, no. 2 (2014): 191–223. http://dx.doi.org/10.1177/0267658313512668.

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In three experiments, we examine the effects of semantic context and word concreteness on the mapping of existing meanings to new words. We developed a new-word-learning paradigm in which participants were required to discover the meaning of a new-word form from a specific verbal context. The stimulus materials were manipulated according to word concreteness, context availability and semantic congruency across contexts. Overall, participants successfully learned the meaning of the new word whether it was a concrete or an abstract word. Concrete word meanings were discovered and learned faster

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Sandberg, Chaleece W., Erin Carpenter, Katherine Kerschen, Daniela Paolieri, and Carrie N. Jackson. "The benefits of abstract word training on productive vocabulary knowledge among second language learners." Applied Psycholinguistics 40, no. 6 (2019): 1331–62. http://dx.doi.org/10.1017/s0142716419000262.

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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). Acros

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Daafia, Shella. "IDENTIFYING THE USE OF ABSTRACT AND CONCRETE NOUN IN CHARLOTTE'S WEB NOVEL BY E.B.WHITE." Journal of Research on Applied Linguistics, Language, and Language Teaching 4, no. 2 (2021): 109–13. http://dx.doi.org/10.31002/jrlt.v4i2.1652.

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This research is conducted to identifying the used concrete and abstract noun in Charlotte's Web Novel by E.B White. The main focus of this research to find concrete and abstract noun from Charlotte's Web Novel. An abstract noun is a word that expresses ideas, feelings, situations that can imagine and feel but can't be touched by our senses. A concrete noun tangible word that can be seen with our senses can be touched and can be observed. The type of this research is used the descriptive qualitative method. This research was conducted by analyzing and identifying the use of concrete and abstra

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Mkrtychian, Nadezhda, Daria Gnedykh, Evgeny Blagovechtchenski, Diana Tsvetova, Svetlana Kostromina, and Yury Shtyrov. "Contextual Acquisition of Concrete and Abstract Words: Behavioural and Electrophysiological Evidence." Brain Sciences 11, no. 7 (2021): 898. http://dx.doi.org/10.3390/brainsci11070898.

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Abstract and concrete words differ in their cognitive and neuronal underpinnings, but the exact mechanisms underlying these distinctions are unclear. We investigated differences between these two semantic types by analysing brain responses to newly learnt words with fully controlled psycholinguistic properties. Experimental participants learned 20 novel abstract and concrete words in the context of short stories. After the learning session, event-related potentials (ERPs) to newly learned items were recorded, and acquisition outcomes were assessed behaviourally in a range of lexical and semant

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Blomberg, Frida, Mikael Roll, Johan Frid, Magnus Lindgren, and Merle Horne. "The role of affective meaning, semantic associates, and orthographic neighbours in modulating the N400 in single words." Mental Lexicon 15, no. 2 (2020): 161–88. http://dx.doi.org/10.1075/ml.19021.blo.

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Abstract The N400 has been seen to be larger for concrete than abstract words, and for pseudowords than real words. Using a word vector analysis to calculate semantic associates (SA), as well as ratings for emotional arousal (EA), and a measure of orthographic neighbourhood (ON), the present study investigated the relation between these factors and N400 amplitudes during a lexical decision task using Swedish word stimuli. Four noun categories differing in concreteness: specific (squirrel), general (animal) emotional (happiness) and abstract (tendency) were compared with pseudowords (danalod).

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Zdrazilova, Lenka, David M. Sidhu, and Penny M. Pexman. "Communicating abstract meaning: concepts revealed in words and gestures." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1752 (2018): 20170138. http://dx.doi.org/10.1098/rstb.2017.0138.

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Abstract words refer to concepts that cannot be directly experienced through our senses (e.g. truth , morality ). How we ground the meanings of abstract words is one of the deepest problems in cognitive science today. We investigated this question in an experiment in which 62 participants were asked to communicate the meanings of words (20 abstract nouns, e.g. impulse ; 10 concrete nouns, e.g. insect ) to a partner without using the words themselves (the taboo task). We analysed the speech and associated gestures that participants used to communicate the meaning of each word in the taboo task.

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Campos, Alfredo. "Imagery, Concreteness, and Meaningfulness as Determiners of the Emotionality of Words When Meaning is Controlled." Perceptual and Motor Skills 75, no. 1 (1992): 44–46. http://dx.doi.org/10.2466/pms.1992.75.1.44.

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We studied variables that influenced rated emotionality value of words and the contribution of each one. 218 subjects rated each word in a list of 98 pairs of words (196 words), one concrete word and one abstract word in each pair, on imagery, concreteness, meaningfulness, and emotionality. Date of entry of each word into Spanish and word length were also examined. Stepwise multiple regression procedures were performed to evaluate the contribution made by each variable to over-all emotionality values. 39 06% of the emotionality variance was explained by imagery. Concreteness and meaningfulness

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Guasch, Marc, and Pilar Ferré. "Emotion and concreteness effects when learning novel concepts in the native language." Psicológica Journal 42, no. 2 (2021): 177–91. http://dx.doi.org/10.2478/psicolj-2021-0009.

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Abstract The aim of the present study was to test the proposal of Kousta et al. (2011), according to which abstract words are more affectively loaded than concrete words. To this end, we focused on the acquisition of novel concepts by means of an intentional learning experiment in which participants had to learn a set of 40 novel concepts in Spanish (definitions) associated with novel word forms (pseudowords). Concreteness (concrete vs. abstract concepts) and emotionality (neutral vs. negative concepts) were orthogonally manipulated. Acquisition was assessed through a recognition task in which

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Wang, Liusheng, Hongmei Qiu, and Jianjun Yin. "Effects of Context on Processing Emotionally Neutral Abstract and Concrete Concepts." Social Behavior and Personality: an international journal 44, no. 7 (2016): 1191–200. http://dx.doi.org/10.2224/sbp.2016.44.7.1191.

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The abstractness effect describes the phenomenon of individuals processing abstract concepts faster and more accurately than they process concrete concepts. In this study, we explored the effects of context on how 43 college students processed words, controlling for the emotional valence of the words. The participants performed a lexical decision task in which they were shown individual abstract and concrete words, or abstract and concrete words embedded in sentences. The results showed that in the word-context condition the participants' processing of concrete concepts improved, whereas in th

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Feldman, Laurie Beth, Dana M. Basnight-Brown, and Matthew John Pastizzo. "Semantic influences on morphological facilitation." Mental Lexicon 1, no. 1 (2006): 59–84. http://dx.doi.org/10.1075/ml.1.1.06fel.

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Two semantic variables, concreteness and morphological family size, were examined in a single word and a primed lexical decision task. Single word recognition latencies were faster for concrete relative to abstract targets only when morphological family size was small. The magnitude of morphological facilitation for primes related by inflection was greater than by derivation although both revealed a very similar interaction of concreteness and family size. In summary, concreteness influenced morphological processing so as to produce slower decision latencies for small family abstract than conc

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Kehayia, Eva, and Christina Manouilidou. "Lexical access and representation of Modern Greek derived words with the suffix -dzis." Journal of Greek Linguistics 5, no. 1 (2004): 81–96. http://dx.doi.org/10.1075/jgl.5.05man.

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AbstractThis article presents a psycholinguistic investigation probing the recognition of derived words with the suffix -dzis in Modern Greek. We investigate the mode of lexical access, as well as the effect that features such as [±concrete], carried by the stem of the derived words, may have on word recognition. Participants (native speakers of Modern Greek) were divided into two age groups in order to investigate possible differences in their performance in two experiments, one on-line and one off-line. Results show that derived words in -dzis are accessed through decomposition. Furthermore,

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VAN HELL, JANET G., and ANNETTE M. B. DE GROOT. "Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association." Bilingualism: Language and Cognition 1, no. 3 (1998): 193–211. http://dx.doi.org/10.1017/s1366728998000352.

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A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract words and noncognates, and nouns evoked more translations than verbs. In both within- and between-language association, retrieving an associate was easie

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Chia, Kok Hwee. "From concrete, pattern and shape to visuospatial words: Recognising words through concrete poetry." Reading Specialist 9, no. 1 (2017): 4–15. https://doi.org/10.5281/zenodo.15224507.

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Concrete poetry – a rigidly defined sub-genre of visual poetry – creatively operates with an awareness of graphic space as its structural agent – an additional expressive element – by arranging words in non-linear patterns across a given page. It encompasses the material dimension of language, its visual, acoustic and semantic aspects to create autonomous linguistic realities, in which the perceptual qualities of the signifiers or the signs instead of just merely the signified (i.e., the concepts they refer to) are emphasized. Its key emphasis is on structure, method, f

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Campos, Alfredo. "Emotional Values of Words: Relations with Concreteness and Vividness of Imagery." Perceptual and Motor Skills 69, no. 2 (1989): 495–98. http://dx.doi.org/10.2466/pms.1989.69.2.495.

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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 obt

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Campos, Alfredo, and Maria Angeles Gonzalez. "Word Length: Relation to other Values of Words When Meaning is Controlled." Perceptual and Motor Skills 74, no. 2 (1992): 380–82. http://dx.doi.org/10.2466/pms.1992.74.2.380.

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Previous studies yielded negative correlations for word length with imagery, concreteness, emotionality, and meaningfulness. In study of the relation of word length with other values of words, abstract words with a strong emotional meaning were more numerous in the lists presented than abstract words without that meaning, and by contrast, concrete words had little associated emotionality. We hypothesized that, although meanings of words were controlled, correlations of word length and other variables would be negative. 106 subjects rated 48 pairs of words. Word length correlated -.26 with imag

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B.P, Abhishek. "EXPLORING THE EFFECT OF LINGUISTIC VARIABLES ON THE RECALL." International Journal of Language, Linguistics, Literature and Culture 01, no. 01 (2022): 01–04. http://dx.doi.org/10.59009/ijlllc.2022.0001.

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Recall is the process of re-accessing a sensory experience or events which an individual would have confronted in the past. In lay man terms it is referred to as remembering. Recall abilities are influenced by many subject related, stimulus related and linguistic related variables. Not many researchers have investigated the influence of linguistic variables on recall. 30 participants in the age range of 18-25 years were enrolled for the study. Short words versus long words, nouns versus verbs, concrete words versus abstract words and semantically related words versus unrelated words were used

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Cheng, Jia, Jingjing Li, Aijun Wang, and Ming Zhang. "Semantic Bimodal Presentation Differentially Slows Working Memory Retrieval." Brain Sciences 13, no. 5 (2023): 811. http://dx.doi.org/10.3390/brainsci13050811.

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Although evidence has shown that working memory (WM) can be differentially affected by the multisensory congruency of different visual and auditory stimuli, it remains unclear whether different multisensory congruency about concrete and abstract words could impact further WM retrieval. By manipulating the attention focus toward different matching conditions of visual and auditory word characteristics in a 2-back paradigm, the present study revealed that for the characteristically incongruent condition under the auditory retrieval condition, the response to abstract words was faster than that t

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Mujiati, Dwi Sinta, Eggy Fajar Andalas, and Arif Setiawan. "Hubungan bentuk imajinasi dengan kata konkret dalam pantun karya siswa kelas VII SMP." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 7, no. 2 (2024): 303–14. http://dx.doi.org/10.30872/diglosia.v7i2.963.

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Junior high school students are taught to write rhymes, which leads to a number of interesting phenomena. This study focused on imagination and concrete words in rhymes written by students. This study aims to describe the relationship between the use of imagination and concrete words chosen by grade VII junior high school students. The method used is qualitative research with a correlational approach, where there are two variables, namely imagination and concrete words that will be analyzed the relationship between the two. At the level of text analysis, the results of the analysis show that t

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Pozdnyakova, E. Yu, and N. N. Shpilnaya. "Interpretative Potential of Abstract and Concrete Common Nouns." SibScript 26, no. 4 (2024): 503–14. http://dx.doi.org/10.21603/sibscript-2024-26-4-503-514.

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The article describes the interpretative potential of abstract and concrete common nouns. In interpretational linguistics, any word may become part of dialogue, which means that its semantics is not static. The research objective was to identify differences between abstract and concrete common nouns in interpretational discourse. The linguistic experiment consisted of two stages; its goal was to identify the effect of the word type (abstract / concrete) on its interpretative potential. The respondents were first- and second-year students of the Polzunov Altai State Technical University aged 18

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K. Warrington Pat McKenna Lisa Orpw, Elizabeth. "Single Word Comprehension: A Concrete and Abstract Word Synonym Test." Neuropsychological Rehabilitation 8, no. 2 (1998): 143–54. http://dx.doi.org/10.1080/713755564.

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Volskaya, Yulia Aleksandrovna, Irina Sergeevna Zhuravkina, and Alexander Pavlovich Lobanov. "Dictionary of Abstract the Words of the Russian Language: Nouns with High Numerical Measure of Abstractness." International Journal of Criminology and Sociology 9 (April 5, 2022): 2398–405. http://dx.doi.org/10.6000/1929-4409.2020.09.290.

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This article demonstrates an experiment based on one of the possible means of creating a semantic dictionary of abstract words. It also analyzes its first results, lexical units that have shown a high level of abstraction in our enquiry among native speakers. The widening field of researches that study abstract words demands a precise definition of units that can be classified as concrete nouns as opposed to the abstract ones. However, this task is made more difficult by a polysemy and complex semantic structure of abstract words. Ideas of cognitive approach point to the fact that one word can

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Altarriba, Jeanette, and Dana M. Basnight-Brown. "The acquisition of concrete, abstract, and emotion words in a second language." International Journal of Bilingualism 16, no. 4 (2011): 446–52. http://dx.doi.org/10.1177/1367006911429511.

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The purpose of the current work was to investigate whether wordtype moderates the learning of vocabulary words in a new language. English-speaking monolinguals were trained on a matched set of concrete (e.g., jewel), emotion (e.g., angry), and abstract (e.g., virtue) words in Spanish. Participants learned a set of Spanish words and then engaged in a Stroop color-word task where they determined the color in which the words appeared (none were related to color). They also engaged in a translation recognition task where foils included semantic associates of the newly acquired word. Results indica

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Campos, Alfredo. "Pleasantness and Emotionality of Words: Relation When Stimuli are Controlled." Perceptual and Motor Skills 69, no. 3_suppl (1989): 1337–38. http://dx.doi.org/10.2466/pms.1989.69.3f.1337.

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We affirm that there is no correlation between values of pleasantness-unpleasantness and emotionality; however, the level of pleasantness and of unpleasantness influence the intensity of emotionality. We presented four lists of-words (concrete-pleasant, concrete-unpleasant, abstract-pleasant, abstract-unpleasant) to 120 subjects who scored each word on two scales, pleasantness and emotionality. We obtained a correlation of .01 between the two variables; however, we found a positive correlation (.55) when we used pleasant words and a negative correlation (−.58) when we used unpleasant words.

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Campos, Alfredo. "Pleasantness and Emotionality of Words: Relation When Stimuli are Controlled." Perceptual and Motor Skills 69, no. 3-2 (1989): 1337–38. http://dx.doi.org/10.1177/00315125890693-250.

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We affirm that there is no correlation between values of pleasantness-unpleasantness and emotionality; however, the level of pleasantness and of unpleasantness influence the intensity of emotionality. We presented four lists of-words (concrete-pleasant, concrete-unpleasant, abstract-pleasant, abstract-unpleasant) to 120 subjects who scored each word on two scales, pleasantness and emotionality. We obtained a correlation of .01 between the two variables; however, we found a positive correlation (.55) when we used pleasant words and a negative correlation (−.58) when wc used unpleasant words.

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Campos, Alfredo, José Luis Marcos, and María Ángeles González. "Relationship between Properties of Words and Elicitation of Skin Conductance Response." Psychological Reports 85, no. 3 (1999): 1025–30. http://dx.doi.org/10.2466/pr0.1999.85.3.1025.

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We investigated the association of subject-rated imagery, subject-rated concreteness, subject-rated emotionality, frequency, date of entry into the language, and word length with emotional imagery as measured by the skin conductance response elicited by that word. 50 words in a list of 25 word-pairs were rated by 96 university students; then their skin conductance response of each word was measured for each word. In each pair, one word was concrete and one was abstract but with related meaning, e.g., adolescent and adolescence. Stepwise multiple regression indicated that 30% of variance in the

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Martensson, Frida, Mikael Roll, Pia Apt, and Merle Horne. "Modeling the meaning of words: Neural correlates of abstract and concrete noun processing." Acta Neurobiologiae Experimentalis 71, no. 4 (2011): 455–78. http://dx.doi.org/10.55782/ane-2011-1864.

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We present a model relating analysis of abstract and concrete word meaning in terms of semantic features and contextual frames within a general framework of neurocognitive information processing. The approach taken here assumes concrete noun meanings to be intimately related to sensory feature constellations. These features are processed by posterior sensory regions of the brain, e.g. the occipital lobe, which handles visual information. The interpretation of abstract nouns, however, is likely to be more dependent on semantic frames and linguistic context. A greater involvement of more anterio

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Coffey, Joseph R., Margarita Zeitlin, Jean Crawford, and Jesse Snedeker. "It’s All in the Interaction: Early Acquired Words Are Both Frequent and Highly Imageable." Open Mind 8 (2024): 309–32. http://dx.doi.org/10.1162/opmi_a_00130.

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Abstract Prior studies have found that children are more likely to learn words that are frequent in the input and highly imageable. Many theories of word learning, however, predict that these variables should interact, particularly early in development: frequency of a form is of little use if you cannot infer its meaning, and a concrete word cannot be acquired if you never hear it. The present study explores this interaction, how it changes over time and its relationship to syntactic category effects in children acquiring American English. We analyzed 1461 monolingual English-speaking children

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Crutch, Sebastian J., Sarah Connell, and Elizabeth K. Warrington. "The different representational frameworks underpinning abstract and concrete knowledge: Evidence from odd-one-out judgements." Quarterly Journal of Experimental Psychology 62, no. 7 (2009): 1377–90. http://dx.doi.org/10.1080/17470210802483834.

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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,

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Montefinese, Maria. "Semantic representation of abstract and concrete words: a minireview of neural evidence." Journal of Neurophysiology 121, no. 5 (2019): 1585–87. http://dx.doi.org/10.1152/jn.00065.2019.

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Evidence from both behavioral and neuropsychological studies suggest that different types of organizational principles govern semantic representations of abstract and concrete words. The reviewed neuroimaging studies provide new evidence about the role of brain areas of the semantic network involved in the encoding of some types of information during processing of abstract and concrete concepts, better characterizing the neural underpinnings and the organizational principles of semantic representation of these types of word.

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Campos, Alfredo, José Luis Marcos, and María Ángeles González. "Interest Value, Meaningfulness, and Familiarity of Words: Relations with other Word Properties." Perceptual and Motor Skills 95, no. 3 (2002): 769–74. http://dx.doi.org/10.2466/pms.2002.95.3.769.

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Evaluation of different properties of words and the relations among them is of value for understanding languages and as a basis for research. In the present study we investigated relations among interest value, familiarity, and meaningfulness of words. We also investigated the relations of these properties with imagery, concreteness, emotionality, frequency, date of entry into the language, word length, and amplitude of skin conductance response. A total of 85 university students received a list of 25 word pairs, each pair comprised of a concrete and an abstract noun with related meanings, e.g

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Ramezani, Aida, Jennifer E. Stellar, Matthew Feinberg, and Yang Xu. "Evolution of the Moral Lexicon." Open Mind 8 (2024): 1153–69. http://dx.doi.org/10.1162/opmi_a_00164.

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Abstract Morality is central to social well-being and cognition, and moral lexicon is a key device for human communication of moral concepts and experiences. How was the moral lexicon formed? We explore this open question and hypothesize that words evolved to take on abstract moral meanings from concrete and grounded experiences. We test this hypothesis by analyzing semantic change and formation of over 800 words from the English Moral Foundations Dictionary and the Historical Thesaurus of English over the past hundreds of years. Across historical text corpora and dictionaries, we discover con

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Belov, Vadim. "Semantic Features of Nouns Referred to Various Lexical-And-Grammatical Categories." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (August 2020): 38–48. http://dx.doi.org/10.15688/jvolsu2.2020.3.4.

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The paper focuses on semantic properties of concrete and abstract nouns in the aspect of their cognitive categorization. The research is based on the results of two psycholinguistic experiments carried out by the author: synonym selection and word interpretation. The data obtained are verified by comparing data from the dictionaries of synonyms and National Corpus of the Russian Language. The synonym collection experiment shows that the speakers tend to extend synonymic relations of concrete nouns by means of semantic convergence of the words, which belong to different levels of hierarchy in t

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Lubis, Nurhabibah, and Ermanto Ermanto. "Amelioration in Indonesian Classics: A Corpus Analysis of Concrete Nouns in Indonesian Literary Works." Journal of Languages and Language Teaching 13, no. 1 (2025): 103. https://doi.org/10.33394/jollt.v13i1.13399.

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This research analyzes the phenomenon of amelioration on concrete nouns in the novels Layar Terkembang by Sutan Takdir Alisjahbana and Sitti Nurbaya by Marah Roesli. Amelioration is the process of changing the meaning of a word that leads to a more positive connotation. The purpose of this study is to identify the forms of amelioration, the positive connotations formed, and how these changes in meaning reflect the social and cultural context of colonial Indonesia. The research method used is corpus linguistics with documentation techniques through the KORTARA (Korpus Nusantara) application to

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Gnedykh, D. S., E. D. Blagovechtchenski, S. N. Kostromina, N. A. Mkrtychian, and Y. Y. Shtyrov. "The Involvement of Broca’s Area and Its Right-Hemispheric Homologue in Acquiring Abstract and Concrete Semantics: Transcranial Direct-Current Stimulation Study." Физиология человека 49, no. 3 (2023): 78–86. http://dx.doi.org/10.31857/s0131164622600926.

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The study compared effects of transcranial direct current stimulation (tDCS) of Broca’s area and of its right-hemispheric homologue on the acquisition of novel concrete and abstract words. Word/concept acquisition was achieved through reading sets of sentences, which incorporated novel words, gradually revealing their meaning through context. Before the learning session, a 15-minute anodal or cathodal stimulation of one of the target areas was applied. Lexical decision task was used to assess the learning outcomes immediately after the learning session and 24 hours later. The results showed a

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Kim, Soo Ryon, SangYun Kim, Min Jae Baek, and HyangHee Kim. "Abstract Word Definition in Patients with Amnestic Mild Cognitive Impairment." Behavioural Neurology 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/580246.

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The aims of this study were to investigate concrete and abstract word definition ability (1) between patients with amnestic mild cognitive impairment (aMCI) and normal adults and (2) between the aMCI subtypes (i.e., amnestic single-domain MCI and amnestic multidomain MCI; asMCI and amMCI) and normal controls. The 68 patients with aMCI (29 asMCI and 39 amMCI) and 93 age- and education-matched normal adults performed word definition tasks composed of five concrete (e.g., train) and five abstract nouns (e.g., jealousy). Task performances were analyzed on total score, number of core meanings, and

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Surekha, Kandavalli, and P. Deepika Rani. "Assessment of strength and Durability of Geo-Polymer Concrete under Acidic Conditions." International Journal for Research in Applied Science and Engineering Technology 10, no. 2 (2022): 1424–29. http://dx.doi.org/10.22214/ijraset.2022.40536.

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Abstract: The degradation of concrete by acid attack has been a major problem which needs to be addressed with the utmost concern. This acid attack is primarily due to acid rain in low concentrations. This attack depends upon both type of the acid and the concentration of the acid and the vulnerability of concrete. In general the Geo-polymer concrete results obtained from the reaction of a source material i.e. high in silica, alumina and with alkaline liquid. The word geo-polymer was coined by Davidovit’s. Geo-polymer substances lately described as being acid resistant. This present paper stud

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Xie, Guo-Hui. "Visuospatial recognition of words for children through concrete poetry." Early Years Research 2, no. 1 (2022): 7–14. https://doi.org/10.5281/zenodo.15220388.

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Concrete poetry – a rigidly defined sub-genre of visual poetry – creatively operates with an awareness of graphic space as its structural agent – an additional expressive element – by arranging words in non-linear patterns across a given page. It encompasses the material dimension of language, its visual, acoustic and semantic aspects to create autonomous linguistic realities, in which the perceptual qualities of the signifiers or the signs instead of just merely the signified (i.e., the concepts they refer to) are emphasized. Its key emphasis is on structure, meth

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Roy, Brandon C., Michael C. Frank, Philip DeCamp, Matthew Miller, and Deb Roy. "Predicting the birth of a spoken word." Proceedings of the National Academy of Sciences 112, no. 41 (2015): 12663–68. http://dx.doi.org/10.1073/pnas.1419773112.

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Children learn words through an accumulation of interactions grounded in context. Although many factors in the learning environment have been shown to contribute to word learning in individual studies, no empirical synthesis connects across factors. We introduce a new ultradense corpus of audio and video recordings of a single child’s life that allows us to measure the child’s experience of each word in his vocabulary. This corpus provides the first direct comparison, to our knowledge, between different predictors of the child’s production of individual words. We develop a series of new measur

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Félix, Sara B., Josefa N. S. Pandeirada, and James S. Nairne. "Animacy norms for 224 European Portuguese concrete words." Análise Psicológica 38, no. 2 (2020): 257–69. http://dx.doi.org/10.14417/ap.1690.

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Words are frequently used, for example, as stimuli in cognitive and linguistic research. Consideringthat there are various psycholinguistic variables known to influence word processing (e.g., frequency,concreteness), it is important to control for those variables. Recently, it has been reported that animacy(the characteristic of being a living/animate or a non-living/inanimate entity) also affects variouscognitive and linguistic processes. In fact, animacy has been found to be one of the best predictors offree recall. However, animacy is still an uncontrolled variable in most studies and infor

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Agre, Gennady, Daniel Petrov, and Simona Keskinova. "Word Sense Disambiguation Studio: A Flexible System for WSD Feature Extraction." Information 10, no. 3 (2019): 97. http://dx.doi.org/10.3390/info10030097.

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The paper presents a flexible system for extracting features and creating training and testexamples for solving the all-words sense disambiguation (WSD) task. The system allowsintegrating word and sense embeddings as part of an example description. The system possessestwo unique features distinguishing it from all similar WSD systems—the ability to construct aspecial compressed representation for word embeddings and the ability to construct training andtest sets of examples with different data granularity. The first feature allows generation of data setswith quite small dimensionality, which c

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Malhi, Simritpal Kaur, Tara Lynn McAuley, Brette Lansue, and Lori Buchanan. "Concrete and abstract word processing in deep dyslexia." Journal of Neurolinguistics 51 (August 2019): 309–23. http://dx.doi.org/10.1016/j.jneuroling.2018.11.001.

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