1,159
Views
29
CrossRef citations to date
0
Altmetric
Articles

More than a scaffold: Language is a neuroenhancement

ORCID Icon
Pages 288-311 | Received 10 Mar 2019, Accepted 25 Jun 2019, Published online: 04 Jul 2019

References

  • Andrews, M., Frank, S., & Vigliocco, G. (2014). Reconciling embodied and distributional accounts of meaning in language. Topics in Cognitive Science, 6, 359–370. doi: 10.1111/tops.12096
  • Andrews, M., Vigliocco, G., & Vinson, D. (2009). Integrating experiential and distributional data to learn semantic representations. Psychological Review, 116, 463–498. doi: 10.1037/a0016261
  • Appleton, M., & Reddy, V. (1996). Teaching three year-olds to pass false belief tests: A conversational approach. Social Development, 5(3), 275–291. doi: 10.1111/j.1467-9507.1996.tb00086.x
  • Ardila, A., & Rosselli, M. (2002). Acalculia and dyscalculia. Neuropsychology Review, 12, 179–231. doi: 10.1023/A:1021343508573
  • Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35(5), 1311–1320. doi: 10.1037/0012-1649.35.5.1311
  • Badre, D., & Wagner, A. D. (2005). Frontal lobe mechanisms that resolve proactive interference. Cerebral Cortex, 15(12), 2003–2012. doi: 10.1093/cercor/bhi075
  • Badre, D., & Wagner, A. D. (2007). Left ventrolateral prefrontal cortex and the cognitive control of memory. Neuropsychologia, 45(13), 2883–2901. doi: 10.1016/j.neuropsychologia.2007.06.015
  • Balaban, M. T., & Waxman, S. R. (1997). Do words facilitate object categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64(1), 3–26. doi: 10.1006/jecp.1996.2332
  • Baldo, J. V., & Dronkers, N. F. (2007). Neural correlates of arithmetic and language comprehension: A common substrate? Neuropsychologia, 45, 229–235. doi: 10.1016/j.neuropsychologia.2006.07.014
  • Barr, R. A., & Caplan, L. J. (1987). Category representations and their implications for category structure. Memory and Cognition, 15(5), 397–418. doi: 10.3758/BF03197730
  • Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660. doi: 10.1017/S0140525X99002149
  • Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. doi: 10.1146/annurev.psych.59.103006.093639
  • Barsalou, L. W. (2016). Situated conceptualization: Theory and applications. In Y. Coello & M. H. Fischer (Eds.), Foundations of embodied cognition, Volume 1: Perceptual and emotional embodiment (pp. 11–37). East Sussex: Psychology Press.
  • Barsalou, L. W., Dutriaux, L., & Scheepers, C. (2018). Moving beyond the distinction between concrete and abstract concepts. Philosophical Transactions of the Royal Society B, 373(1752), 20170144. doi: 10.1098/rstb.2017.0144
  • Barsalou, L. W., & Prinz, J. J. (1997). Mundane creativity in perceptual symbol systems. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Conceptual structures and processes: Emergence, discovery, and change (pp. 267–307). Washington, DC: American Psychological Association.
  • Barsalou, L. W., Santos, A., Simmons, K. W., & Wilson, C. D. (2008). Language and simulations in conceptual processing. In M. De Vega, A. M. Glenberg, & A. C. Graesser (Eds.), Symbols, embodiment and meaning (pp. 245–283). Oxford: Oxford University Press.
  • Benavides-Varela, S., Piva, D., Burgio, F., Passarini, L., Rolma, G., Meneghello, F., & Semenza, C. (2017). Re-assessing acalculia: Distinguishing spatial and purely arithmetical deficits in right-hemisphere damaged patients. Cortex, 88, 151–164. doi: 10.1016/j.cortex.2016.12.014
  • Berch, D., Geary, D., & Koepke, K. M. (Eds.). (2018). Language and culture in mathematical cognition. Cambridge, MA: Academic Press.
  • Binder, J. R. (2007). Effects of word imageability on semantic access: Neuroimaging studies. In J. Hart & M. A. Kraut (Eds.), Neural basis of semantic memory (pp. 149–181). Cambridge: Cambridge University Press.
  • Binder, J. R., Desai, R. H., Graves, W. W., & Conant, L. L. (2009). Where is the semantic system? A critical review of 120 functional neuroimaging studies. Cerebral Cortex, 19(12), 2767–2796. doi: 10.1093/cercor/bhp055
  • Binder, J. R., Westbury, C., McKiernan, K., Possing, E., & Medler, D. (2005). Distinct brain systems for processing concrete and abstract concepts. Journal of Cognitive Neuroscience, 17(6), 905–917. doi: 10.1162/0898929054021102
  • Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet allocation. Journal of Machine Learning Research, 3, 993–1022. Retrieved from http://www.jmlr.org/papers/volume3/blei03a/blei03a.pdf
  • Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25–B31. doi: 10.1016/S0010-0277(00)00096-2
  • Bonner, M., Vesely, L., Price, C., Anderson, C., Richmond, L., Farag, C., … Grossman, M. (2009). Reversal of the concreteness effect in semantic dementia. Cognitive Neuropsychology, 26(6), 568–579. doi: 10.1080/02643290903512305
  • Borghi, A., & Binkofski, F. (2014). Words as social tools: An embodied view on abstract concepts. New York, NY: Springer.
  • Borghi, A. M., Barca, L., Binkofski, F., Castelfranchi, C., Pezzulo, G., & Tummolini, L. (2018). Words as social tools: Language, sociality and inner grounding in abstract concepts. Physics of Life Reviews. doi: 10.1016/j.plrev.2018.12.001
  • Borghi, A. M., & Cimatti, F. (2009). Words as tools and the problem of abstract words meanings. In N. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society (pp. 2304–2309). Amsterdam: Cognitive Science Society.
  • Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children’s conversations with friends, siblings, and mothers. Child Development, 67, 836–849. doi: 10.2307/1131864
  • Bruni, E., Tran, N. K., & Baroni, M. (2014). Multimodal distributional semantics. Journal of Artificial Intelligence Research, 49, 1–47. doi: 10.1613/jair.4135
  • Buckner, C. (2018). Scaffolding intuitive rationality. In A. Newen, L. De Bruin, & S. Gallagher (Eds.), The oxford handbook of 4E cognition (pp. 821–840). Oxford: Oxford University Press.
  • Calzavarini, F. (2017). Inferential and referential lexical semantic competence: A critical review of the supporting evidence. Neurolinguistics, 44, 163–189. doi: 10.1016/j.jneuroling.2017.04.002
  • Camp, E. (2009). Putting thoughts to work: Concepts, systematicity, and stimulus-independence. Philosophy and Phenomenological Research, 78, 275–311. doi: 10.1111/j.1933-1592.2009.00245.x
  • Carey, S. (2009). The origins of concepts. Oxford: Oxford University Press.
  • Chatterjee, A. (2010). Disembodying cognition. Language and Cognition, 2, 79–116. doi: 10.1515/langcog.2010.004
  • Chomsky, N. (1966). Cartesian linguistics: A chapter in the history of rationalist thought. New York, NY: Harper and Row.
  • Christiansen, M. H., & Chater, N. (2016). The now-or-never bottleneck: A fundamental constraint on language. Behavioral and Brain Sciences, 39, 1–72. doi: 10.1017/S0140525X1500031X
  • Clark, A. (1998). Magic words: How language augments human computation. In P. Carruthers & J. Boucher (Eds.), Language and thought: Interdisciplinary themes (pp. 162–183). Cambridge: Cambridge University Press.
  • Clark, A. (2003). Natural-born cyborgs. New York, NY: Oxford University Press.
  • Clark, A. (2006). Language, embodiment, and the cognitive niche. Trends in Cognitive Sciences, 10(8), 370–374. doi: 10.1016/j.tics.2006.06.012
  • Clark, A. (2011). Supersizing the mind: Embodiment, action, and cognitive extension. New York, NY: Oxford University Press.
  • Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19. doi: 10.1093/analys/58.1.7
  • Cohen, R., Kelter, S., & Woll, G. (1980). Analytical competence and language impairment in aphasia. Brain and Language, 10(2), 331–347. doi: 10.1016/0093-934X(80)90060-7
  • Connell, L. (2018). What have labels ever done for us? The linguistic shortcut in conceptual processing. Language, Cognition, and Neuroscience. doi: 10.1080/23273798.2018.1471512
  • Connell, L., & Lynott, D. (2012). Strength of perceptual experience predicts word processing performance better than concreteness or imageability. Cognition, 125, 452–465. doi: 10.1016/j.cognition.2012.07.010
  • Connell, L., & Lynott, D. (2014). Principles of representation: Why you can’t represent the same concept twice. Topics in Cognitive Science, 6, 390–406. doi: 10.1111/tops.12097
  • Connell, L., Lynott, D., & Banks, B. (2018). Interoception: The forgotten modality in perceptual grounding of abstract and concrete concepts. Philosophical Transactions of the Royal Society B, 373(1752), 20170143. doi: 10.1098/rstb.2017.0143
  • Courtin, C., & Melot, A. (1998). Development of theories of mind in deaf children. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (pp. 79–102). Malwah, NJ: Erlbaum.
  • Cowie, F. (1999). What’s within? Nativism reconsidered. Oxford: Oxford University Press.
  • Crutch, S. J., & Warrington, E. K. (2005). Abstract and concrete concepts have structurally different representational frameworks. Brain, 128(3), 615–627. doi: 10.1093/brain/awh349
  • Csibra, G., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13, 148–153. doi: 10.1016/j.tics.2009.01.005
  • Culicover, P. W. (1999). Syntactic nuts. New York, NY: Oxford University Press.
  • Curtiss, S. (1977). Genie: A pscyholinguistic study of a modern-day “wild child”. New York, NY: Academic Press.
  • Davidoff, J., & Roberson, D. (2004). Preserved thematic and impaired taxonomic categorization: A case study. Language and Cognitive Processes, 19(1), 137–174. doi: 10.1080/01690960344000125
  • Deacon, T. (1997). The symbolic species: The Co-evolution of language and the brain. New York, NY: W. W. Norton.
  • de Villiers, J. G. (2007). The interface of language and theory of mind. Lingua, 117(11), 1858–1878. doi: 10.1016/j.lingua.2006.11.006
  • de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1037–1060. doi: 10.1016/S0885-2014(02)00073-4
  • de Villiers, P. A., Burns, F., & Pearson, B. (2003). The role of language in the theory of mind development of language-impaired children: Complementing theories. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th annual Boston University conference on language development (pp. 232–242). Somerville, MA: Cascadilla Press.
  • de Villiers, P. A., & de Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. The British Journal of Developmental Psychology, 30(1), 188–209. doi: 10.1111/j.2044-835X.2011.02072.x
  • de Villiers, P. A., & de Villiers, J. G. (2014). The role of language in theory of mind development. Topics in Language Disorders, 34(4), 313–328. doi: 10.1097/TLD.0000000000000037
  • Donald, M. (1993). Précis of origins of the modern mind: Three stages in the evolution of culture and cognition. Behavioral and Brain Sciences, 16, 739–791. doi: 10.1017/S0140525X00032647
  • Dove, G. (2009). Beyond perceptual symbols: A call for representational pluralism. Cognition, 110, 412–431. doi: 10.1016/j.cognition.2008.11.016
  • Dove, G. (2011). On the need for embodied and dis-embodied cognition. Frontiers in Cognition, 1, 242. doi: 10.3389/fpsyg.2010.00242
  • Dove, G. (2012). Grammar as a developmental phenomenon. Biology and Philosophy, 27, 615–637. doi: 10.1007/s10539-012-9324-4
  • Dove, G. (2014). Thinking in words: Language as an embodied medium of thought. Topics in Cognitive Science, 6, 371–389. doi: 10.1111/tops.12102
  • Dove, G. (2016). Three symbol ungrounding problems: Abstract concepts and the future of embodied cognition. Psychonomic Bulletin & Review, 23(4), 1109–1121. doi: 10.3758/s13423-015-0825-4
  • Dove, G. (2018). Language as a disruptive technology: Abstract concepts, embodiment, and the flexible mind. Philosophical Transactions of the Royal Society B, 373(1752), 20170135. doi: 10.1098/rstb.2017.0135
  • Druks, J., & Shallice, T. (2000). Selective preservation of naming from description and the “restricted preverbal message”. Brain and Language, 72(2), 100–128. doi: 10.1006/brln.1999.2165
  • Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352–1366. doi: 10.2307/1130811
  • Edmiston, P., & Lupyan, G. (2015). What makes words special? Words as unmotivated cues. Cognition, 143, 93–100. doi: 10.1016/j.cognition.2015.06.008
  • Farrant, B. M., Mayberry, M. T., & Fletcher, J. (2012). Language, cognitive flexibility, and explicit false belief understanding: Longitudinal analysis in typical development and specific language impairment. Child Development, 83(1), 223–235. doi: 10.1111/j.1467-8624.2011.01681.x
  • Fedorenko, E., & Varley, R. (2016). Language and thought are not the same thing: Evidence from neuroimaging and neurological patients. Annals of the New York Academy of Sciences, 1369(1), 132–153. doi: 10.1111/nyas.13046
  • Firth, J. R. (1957). Papers in linguistics 1934–1951. London: Oxford University Press.
  • Fischer, M. H., & Zwaan, R. A. (2008). Embodied language: A review of the motor system in language comprehension. Quarterly Journal of Experimental Psychology, 61, 825–850. doi: 10.1080/17470210701623605
  • Fodor, J. (1975). The language of thought. Cambridge, MA: MIT Press.
  • Fodor, J. (1981). The present state of the innateness controversy. In Representations (pp. 257–316). Cambridge, MA: The MIT Press.
  • Fodor, J. A., & Pylyshyn, Z. W. (1988). Connectionism and cognitive architecture: A critical analysis. Cognition, 28, 3–71. doi: 10.1016/0010-0277(88)90031-5
  • Franklin, S., Howard, D., & Patterson, K. (1995). Abstract word anomia. Cognitive Neuropsychology, 12(5), 549–566. doi: 10.1080/02643299508252007
  • Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory–motor system in reason and language. Cognitive Neuropsychology, 22, 455–479. doi: 10.1080/02643290442000310
  • Giesbrecht, B., Gamblin, C., & Swaab, T. (2004). Separable effects of semantic priming and imageability on word processing in human cortex. Cerebral Cortex, 14(5), 521–529. doi: 10.1093/cercor/bhh014
  • Gleitman, L., & Papafragou, A. (2005). Language and thought. In K. Holyoak & B. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 633–661). Cambridge: Cambridge University of Press.
  • Goldberg, R. F., Perfetti, C. A., & Schneider, W. (2006). Distinct and common cortical activations for multimodal semantic categories. Cognitive, Affective, & Behavioral Neuroscience, 6(3), 214–222. doi: 10.3758/CABN.6.3.214
  • Goldin-Meadow, S., & Feldman, H. (1977). The development of language-like communication without a language model. Science, 197, 401–403. doi: 10.1126/science.877567
  • Goldin-Meadow, S., & Mylander, C. (1998). Spontaneous sign systems created by deaf children in two cultures. Nature, 391, 279–281. doi: 10.1038/34646
  • Goldin-Meadow, S., Mylander, C., & Butcher, C. (1995). The resilience of combinatorial structure at the word level: Morphology in self-styled gesture systems. Cognition, 56, 195–262. doi: 10.1016/0010-0277(95)00662-I
  • Goldstein, K. (1948). Language and language disturbances: Aphasic symptom complexes and their significance for medicine and theory of language. New York, NY: Grune & Stratton.
  • Goodglass, H., Hyde, M. R., & Blumstein, S. E. (1969). Frequency, picturability and availability of nouns in aphasia. Cortex, 5(2), 104–119. doi: 10.1016/S0010-9452(69)80022-5
  • Grana, A., Hofer, R., & Semenza, C. (2006). Aclalculia from a right hemisphere lesion: Dealing with “where” in multiplication procedures. Neuropsychologia, 44(14), 2972–2986. doi: 10.1016/j.neuropsychologia.2006.06.027
  • Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6(3), 346–359. doi: 10.1111/1467-7687.00289
  • Harris, P. L. (2005). Conversation, pretense, and theory of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70–83). New York, NY: Oxford University Press.
  • Harris, R. A. (1993). The linguistic wars. New York, NY: Oxford University Press.
  • Heyes, C. (2018). Cognitive gadgets. Cambridge, MA: Harvard University Press.
  • Hickok, G., & Poeppel, D. (2007). The cortical organization of speech processing. Nature Reviews Neuroscience, 8, 393–402. doi: 10.1038/nrn2113
  • Hoffman, P., Binney, R. J., & Lambon Ralph, M. A. (2015). Differing contributions of the inferior prefrontal and anterior temporal cortex to concrete and abstract conceptual knowledge. Cortex, 63, 250–266. doi: 10.1016/j.cortex.2014.09.001
  • Hoffman, P., Jones, R. W., & Lambon Ralph, M. A. (2013). Be concrete to be comprehended: Consistent imageability effects in semantic dementia for nouns, verbs, synonyms, and associates. Cortex, 49, 1206–1218. doi: 10.1016/j.cortex.2012.05.007
  • Hoffman, P., & Lambon Ralph, M. A. (2011). Reverse concreteness effects are not a typical feature of semantic dementia: Evidence for the Hub-and-Spoke model of conceptual representation. Cerebral Cortex, 21, 2103–2112. doi: 10.1093/cercor/bhq288
  • Huang, H., Lee, C., & Federmeier, K. D. (2010). Imagine that! ERPs provide evidence for distinct hemispheric contributions to the processing of concrete and abstract concepts. Neuroimage, 49(1), 1116–1123. doi: 10.1016/j.neuroimage.2009.07.031
  • Humphries, C., Binder, J. R., Medler, D. A., & Liebenthal, E. (2006). Syntactic and semantic modulation of neural activity during auditory sentence comprehension. Journal of Cognitive Neuroscience, 18(4), 665–679. doi: 10.1162/jocn.2006.18.4.665
  • Hurley, S. (2008). The shared circuits model (SCM): How control, mirroring, simulation can enable imitation, deliberation, and mindreading. Behavioral and Brain Sciences, 31, 1–22. doi: 10.1017/S0140525X07003123
  • Hussy. (n.d.). Oxford English dictionary. Retrieved from http://www.oed.com.echo.louisville.edu/view/Entry/89728?rskey=9hC5ft&result=1#eid
  • Jackendoff, R. (2007). Linguistics in cognitive science: The state of the art. The Linguistic Review, 24, 347–401. doi: 10.1515/TLR.2007.014
  • Jeffries, E., & Lambon Ralph, M. A. (2006). Semantic impairment in stroke aphasia vs. Semantic dementia: A case-series comparison. Brain, 129, 2132–2147. doi: 10.1093/brain/awl153
  • Katz, R. B., & Goodglass, H. (1990). Deep dysphasia: Analysis of a rare form of repetition disorder. Brain and Language, 39(1), 153–185. doi: 10.1016/0093-934X(90)90009-6
  • Kemmerer, D. (2010). How words capture visual experience: The perspective from cognitive neuroscience. In B. Malt & P. Wolff (Eds.), Words and the mind: How words capture human experience (pp. 289–329). New York, NY: Oxford University Press.
  • Kemmerer, D. (2015). Cognitive neuroscience of language. New York, NY: Psychology Press.
  • Kiefer, M., & Pulvermüller, F. (2012). Conceptual representations in mind and brain: Theoretical developments, current evidence, and future directions. Cortex, 48, 805–825. doi: 10.1016/j.cortex.2011.04.006
  • Kirsh, D., & Maglio, P. (1994). Distinguishing epistemic from pragmatic action. Cognition, 18, 513–549. doi: 10.1207/s15516709cog1804_1
  • Kousta, S.-T., Vigliocco, G., Vinson, D. P., Andrews, M., & Del Campo, E. (2011). The representation of abstract words: Why emotion matters. Journal of Experimental Psychology: General, 140, 14–34. doi: 10.1037/a0021446
  • Laland, K. N., Uller, T., Feldman, M., Sterelny, K., Muller, G., Moczek, A., … Odling-Smee, J. (2015). The extended evolutionary synthesis: Its structure, assumptions and predictions. Proceedings of the Royal Society B, 282, 20151019. doi: 10.1098/rspb.2015.1019
  • Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211–240. doi: 10.1037/0033-295X.104.2.211
  • Landauer, T. K., Foltz, P. W., & Laham, D. (1998). Introduction to latent semantic analysis. Discourse Processes, 25, 259–284. doi: 10.1080/01638539809545028
  • Landy, D., Allen, C., & Zednik, C. (2014). A perceptual account of symbolic reasoning. Frontiers in Psychology, 5, 275. doi: 10.3389/fpsyg.2014.00275
  • Landy, D., & Goldstone, R. L. (2007). How abstract is symbolic thought? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 720–733. doi: 10.1037/0278-7393.33.4.720
  • Lane, H. (1976). The wild boy of Aveyron. Cambridge, MA: Harvard University Press.
  • Lecours, A. R., & Joanette, Y. (1980). Linguistic and other psychological aspects of paroxysmal aphasia. Brain and Language, 10(1), 1–23. doi: 10.1016/0093-934X(80)90034-6
  • Leslie, A. M. (2001). Theory of mind. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (pp. 15652–15656). New York, NY: Elsevier. doi: 10.1016/B0-08-043076-7/01640-5
  • Loiselle, M., Rouleau, I., Nguyen, D. K., Dubeau, F., & Joubert, S. (2012). Comprehension of concrete and abstract words in patients with selective anterior temporal lobe resection and in patients with selective amygdalo-hippocampectomy. Neuropsychologia, 50, 630–639. doi: 10.1016/j.neuropsychologia.2011.12.023
  • Louwerse, M. (2011). Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 3, 273–302. doi: 10.1111/j.1756-8765.2010.01106.x
  • Louwerse, M. (2018). Knowing the meaning of a word by the linguistic and perceptual company that it keeps. Topics in Cognitive Science, 10, 573–589. doi: 10.1111/tops.12349
  • Louwerse, M. M., & Jeuniaux, P. (2010). The linguistic and embodied nature of conceptual processing. Cognition, 114(1), 96–104. doi: 10.1016/j.cognition.2009.09.002
  • Low, J. (2010). Preschoolers’ implicit and explicit false belief understanding: Relations with complex syntactical mastery. Child Development, 81(2), 597–615. doi: 10.1111/j.1467-8624.2009.01418.x
  • Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from l exical co-occurrence. Behavior and Research Methods, Instruments, & Computers, 28, 203–208. doi: 10.3758/BF03204766
  • Lupyan, G. (2009). Extracommunicative functions of language: Verbal interference causes selective categorization impairments. Psychonomic Bulletin & Review, 16(4), 711–718. doi: 10.3758/PBR.16.4.711
  • Lupyan, G. (2012). Linguistically modulated perception and cognition: The label-feedback hypothesis. Frontiers in Psychology, 3, 54. doi: 10.3389/fpsyg.2012.00054
  • Lupyan, G., & Bergen, B. (2015). How language programs the mind. Topics in cognitive science. New Frontiers in Language Evolution and Development. doi: 10.1111/tops.12155
  • Lupyan, G., & Clark, A. (2015). Words and the world: Predictive coding and the language-perception-cognition interface. Current Directions in Psychological Science, 24(4), 279–284. doi: 10.1177/0963721415570732
  • Lupyan, G., & Mirman, D. (2013). Linking language and categorization: Evidence from aphasia. Cortex, 49(5), 1187–1194. doi: 10.1016/j.cortex.2012.06.006
  • Lupyan, G., Rakison, D. H., & McClelland, J. L. (2007). Language is not just for talking: Abels facilitate learning of novel categories. Psychological Science, 18(12), 1077–1083. doi: 10.1111/j.1467-9280.2007.02028.x
  • Lynott, D., & Connell, L. (2010). Embodied conceptual combination. Frontiers in Psychology, 1, 212. doi: 10.3389/fpsyg.2010.00212
  • Mahon, B. Z. (2015). What is embodied about cognition? Language, Cognition and Neuroscience, 30(4), 420–429. doi: 10.1080/23273798.2014.987791
  • Marconi, D. (1997). Lexical competence. Cambridge, MA: MIT Press.
  • Marschark, M., & Paivio, A. (1977). Integrative processing of concrete and abstract sentences. Journal of Verbal Learning and Verbal Behavior, 16, 217–231. doi: 10.1016/S0022-5371(77)80048-0
  • Martin, N., & Saffran, E. M. (1990). Repetition and verbal STM in transcortical sensory aphasia: A case study. Brain and Language, 39(2), 254–288. doi: 10.1016/0093-934X(90)90014-8
  • Meadow, K. P., Greenberg, M. T., Erting, C., & Carmichael, H. (1981). Interactions of deaf mothers and deaf preschool children: Comparisons with three other groups of deaf and hearing dyads. American Annals of the Deaf, 156(4), 454–468. doi: 10.1353/aad.2012.1463
  • Menary, R. (2010). The extended mind. Cambridge, MA: MIT Press.
  • Miller, C. A. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language & Communication Disorders, 39(2), 191–213. doi: 10.1080/13682820310001616994
  • Monti, M., Parsons, L., & Osherson, D. (2012). Thought beyond language: Neural dissociation of algebra and natural language. Psychological Science, 23, 914–922. doi: 10.1177/0956797612437427
  • Newton, A. M., & de Villiers, J. G. (2007). Thinking while talking: Adults fail nonverbal false-belief reasoning. Psychological Science, 18, 574–579. doi: 10.1111/j.1467-9280.2007.01942.x
  • Noppeney, U., & Price, C. J. (2004). Retrieval of abstract semantics. Neuroimage, 22, 164–170. doi: 10.1016/j.neuroimage.2003.12.010
  • Noppeney, U., & Wallesch, C.-W. (2000). Language and cognition: Kurt Goldstein’s theory of semantics. Brain and Langauge, 44(3), 367–386. doi: 10.1006/brcg.1999.1199
  • Paivio, A. (1986). Mental representations: A dual coding approach. Oxford: Oxford University Press.
  • Papagno, C., Fogliata, A., Catricala, E., & Miniussi, C. (2009). The lexical processing of abstract and concrete nouns. Brain Research, 1263, 78–86. doi: 10.1016/j.brainres.2009.01.037
  • Pecher, D. (2018). Curb your embodiment. Topics in Cognitive Science, 10(3), 501–517. doi: 10.1111/tops.12311
  • Pecher, D., & Zeelenberg, R. (2018). Boundaries to grounding abstract concepts. Philosophical Transactions of the Royal Society B, 373(1752), 20170132. doi: 10.1098/rstb.2017.0132
  • Peruse. (n.d.). Oxford English dictionary. Retrieved from http://www.oed.com.echo.louisville.edu/view/Entry/141653?rskey=3WZbYn&result=2#eid
  • Peterson, C. C. (2009). Development of social-cognitive and communicative skills in children born deaf. Scandinavian Journal of Psychology, 50(5), 475–483. doi: 10.1111/j.1467-9450.2009.00750.x
  • Peterson, C. C., & Siegal, M. (1995). Deafness, conversation, and theory of mind. Journal of Child Psychology and Psychiatry, 36(3), 459–474. doi: 10.1111/j.1469-7610.1995.tb01303.x
  • Peterson, C. C., & Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10, 126–129. doi: 10.1111/1467-9280.00119
  • Pexman, P. M., Hargreaves, I. S., Edwards, J. D., Henry, L. C., & Goodyear, B. G. (2007). Neural correlates of concreteness in semantic categorization. Journal of Cognitive Neuroscience, 19, 1407–1419. doi: 10.1162/jocn.2007.19.8.1407
  • Pezzulo, G., Barca, L., & D’Ausilio, A. (2014). The sensorimotor and social side of speech. Behavioral and Brains Sciences, 37(6), 569–570. doi: 10.1017/S0140525X13004172
  • Pinker, S. (1994). The language instinct. New York, NY: Harper Collins.
  • Pulvermüller, F. (2013). How neurons make meaning: Brain mechanisms for embodied and abstract-symbolic semantics. Trends in Cognitive Sciences, 17(9), 458–470. doi: 10.1016/j.tics.2013.06.004
  • Pulvermüller, F. (2018). Neural reuse of action perception circuits for language, concepts, and communication. Progress in Neurobiology, 160, 1–44. doi: 10.1016/j.pneurobio.2017.07.001
  • Pyers, J. E., & Senghas, A. (2009). Language promotes false-belief understanding: Evidence from learners of a new sign language. Psychological Science, 20(7), 805–812. doi: 10.1111/j.1467-9280.2009.02377.x
  • Quine, W. V. (1960). Word and object. Cambridge, MA: MIT Press.
  • Recchia, G., & Jones, M. N. (2012). The semantic richness of abstract concepts. Frontiers in Human Neuroscience, 6, 315. doi: 10.3389/fnhum.2012.00315
  • Reilly, J., & Peelle, J. E. (2008). Effects of semantic impairment on language processing in semantic dementia. Seminars in Speech and Language, 29(1), 32–43. doi: 10.1055/s-2008-1061623
  • Riordan, B., & Jones, M. N. (2010). Redundancy in linguistic and perceptual experience: Comparing distributional and feature-based models of semantic representation. Topics in Cognitive Science, 3, 303–345. doi: 10.1111/j.1756-8765.2010.01111.x
  • Roberson, D., Davidoff, J., & Braisby, N. (1999). Similarrity and categorization: Neuropsychological evidence for a dissociation in in explicit categorization tasks. Cognition, 71(1), 1–42. doi: 10.1016/S0010-0277(99)00013-X
  • Rosselli, M., & Ardila, A. (1989). Calculation deficits in patients with right and left hemisphere damage. Neuropsychologia, 27(5), 607–617. doi: 10.1016/0028-3932(89)90107-3
  • Rossor, M. N., Warrington, E. K., & Cipolotti, L. (1995). The isolation of calculation skills. Journal of Neurology, 242, 78–81. doi: 10.1007/BF00887820
  • Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental-state language and theory-of-mind understanding. Child Development, 73(3), 734–751. doi: 10.1111/1467-8624.00435
  • Rupert, R. (2010). Cognitive systems and the extended mind. New York, NY: Oxford University Press.
  • Sabsevitz, D., Medler, D., Seidenberg, M., & Binder, J. (2005). Modulation of the semantic system by word imageability. Neuroimage, 27(1), 188–200. doi: 10.1016/j.neuroimage.2005.04.012
  • Sakreida, K., Scorolli, C., Menz, M. M., Heim, S., Borghi, A., & Binkofski, F. (2013). Are abstract words embodied? An fMRI investigation at the interface between language and motor cognition. Frontiers in Human Neuroscience, 7, 1–13. doi: 10.3389/fnhum.2013.00125
  • Schaller, S. (2012). A man without words (2nd ed.). Berkeley: University of California Press.
  • Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376–396. doi: 10.1111/j.1467-8624.2007.01004.x
  • Schwanenflugel, P. J., & Shoben, E. (1983). Differential context effects in the comprehension of abstract and concrete verbal materials. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 82–102. doi: 10.1037/0278-7393.9.1.82
  • Semenza, C., & Benavides-Varela, S. (2017). Reassessing lateralization in calculation. Philosophical Transactions of the Royal Society B, 373, 20170044. doi: 10.1098/rstb.2017.0044
  • Semenza, C., Bisiacchi, P. S., & Romani, L. (1992). Naming disorders and semantic representations. Journal of Psycholinguistic Research, 21(5), 349–364. doi: 10.1007/BF01067920
  • Shallice, T., & Cooper, R. (2013). Is there a semantic system for abstract words? Frontiers in Human Neuroscience, 7, 1–10. doi: 10.3389/fnhum.2013.00175
  • Shallice, T., & Warrington, E. K. (1975). Word recognition in a phonemic dyslexic patient. Quarterly Journal of Experimental Psychology, 27(2), 187–199. doi: 10.1080/14640747508400479
  • Shea, N. (2018). Metacognition and abstract concepts. Philosophical Transactions of the Royal Society B, 373(1752), 20170133. doi: 10.1098/rstb.2017.0133
  • Siakaluk, P., Pexman, P., Sears, C., Wilson, K., Locheed, K., & Owen, W. (2008). The benefits of sensorimotor knowledge: Body-object interaction facilitates semantic processing. Cognitive Science, 32, 591–605. doi: 10.1080/03640210802035399
  • Sirigu, A., Duhamel, J. R., & Poncet, M. (1991). The role of sensorimotor experience in object recognition: A case of multimodal agnosia. Brain, 114, 2555–2573. doi: 10.1093/brain/114.6.2555
  • Steyvers, M. (2010). Combining feature norms and text data with topic models. Acta Psychologica, 133(3), 234–243. doi: 10.1016/j.actpsy.2009.10.010
  • Tager-Flusberg, H., & Joseph, R. (2005). How language facilitates the acquisition of false belief in children with autism. In J. W. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 298–318). New York, NY: Oxford University Press.
  • Thompson-Schill, S. L. (2003). Neuroimaging studies of semantic memory: Inferring “how” from “where”. Neuropsychologia, 41(3), 280–292. doi: 10.1016/S0028-3932(02)00161-6
  • Thompson-Schill, S. L., Jonides, J., Marshuetz, C., Smith, E. E., D’Esposito, M., Kan, I. P., … Swick, D. (2002). Effects of frontal lobe damage on interference effects in working memory. Cognitive Affective and Behavioral Neuroscience, 2, 109–120. doi: 10.3758/CABN.2.2.109
  • Tillas, A. (2015). Langauge as grist to the mill of cognition. Cognitive Processes, 16(3), 219–243. doi: 10.1007/s10339-015-0656-2
  • Tillas, A. (2017). On the origins of endogenous thoughts. Cognitive Processing, 18(2), 107–117. doi: 10.1007/s10339-016-0786-1
  • Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 381–403). Amsterdam: Academic Press.
  • Vandenberghe, R., Nobre, A. C., & Price, A. J. (2002). The response of the left temporal cortex to sentences. Journal of Cognitive Neuroscience, 14(4), 550–560. doi: 10.1162/08989290260045800
  • Varley, R. A., Klessinger, N. J., Romanowski, C. A., & Siegal, M. (2005). Agrammatic but numerate. PNAS, 102(9), 3519–3524. doi: 10.1073/pnas.0407470102
  • Vygotsky, L. ([1934] 2012). Thought and language, Revised and expanded edition. Cambridge, MA: MIT Press.
  • Wang, J., Conder, J. A., Blitzer, D. N., & Shinkareva, S. V. (2010). Neural representation of abstract and concrete concepts: A meta-analysis of imaging studies. Human Brain Mapping, 31(10), 1459–1468. doi: 10.1002/hbm.20950
  • Warrington, E. K., & Shallice, T. (1984). Category specific semantic impairments. Brain, 107, 829–853. doi: 10.1093/brain/107.3.829
  • Wattenmaker, W., & Shoben, E. (1987). Context and the recallability of concrete and abstract sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 13(1), 140–150. doi: 10.1037/0278-7393.13.1.140
  • Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12- to 13-month-old infants. Cognitive Psychology, 29(3), 257–302. doi: 10.1006/cogp.1995.1016
  • Weiskopf, D. (2010). Embodied cognition and linguistic comprehension. Studies in History and Philosophy of Science, 41, 294–304. doi: 10.1016/j.shpsa.2010.07.005
  • Wellman, H. M., Hollander, M., & Schult, C. A. (1996). Young children’s understanding of thought bubbles and thoughts. Child Development, 67(3), 768–788. doi: 10.2307/1131860
  • Wellman, H. M., & Peterson, C. C. (2013). Deafness, thought bubbles, and theory of mind development. Developmental Psychology, 49(12), 2357–2367. doi: 10.1037/a0032419
  • West-Eberhard, M. J. (2005). Developmental plasticity and the origin of species differences. PNAS, 102(Suppl. 1), 6543–6549. doi: 10.1073/pnas.0501844102
  • Wiemer-Hastings, K., & Xu, X. (2005). Content differences for abstract and concrete concepts. Cognitive Science, 29(5), 719–736. doi: 10.1207/s15516709cog0000_33
  • Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. doi: 10.1016/0010-0277(83)90004-5
  • Wimsatt, W. M. (2007). Re-engineering philosophy for limited beings. Cambridge, MA: Harvard University Press.
  • Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development; theory of mind in deaf children. Child Development, 73(3), 768–778. doi: 10.1111/1467-8624.00437
  • Xu, F. (2002). The role of language in acquiring object kind concepts in infancy. Cognition, 85(3), 223–250. doi: 10.1016/S0010-0277(02)00109-9
  • Yap, M. J., Pexman, P. M., Wellsby, M., Hargreaves, I. S., & Huff, M. J. (2012). An abundance of riches: Cross-task comparisons of semantic richness effects in visual word recognition. Frontiers in Human Neuroscience, 6, 72. doi: 10.3389/fnhum.2012.00072
  • Yi, H. A., Moore, P., & Grossman, M. (2007). Reversal of the concreteness effect for verbs in semantic dementia. Neuropsychology, 21(1), 9–19. doi: 10.1037/0894-4105.21.1.9
  • Yuan, S., Perfors, A., Tenenbaum, J. B., & Xu, F. (2011). Learning individual words and learning about words simultaneously. Proceedings of the 30th annual conference of the Cognitive Science Society (pp. 3280–3285).
  • Zwaan, R. A. (2016). Situation models, mental simulations, and abstract concepts in discourse comprehension. Psychonomic Bulletin & Review, 23, 1028–1034. doi: 10.3758/s13423-015-0864-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.