The question of how the human brain represents conceptual knowledge has been debated in many scientific fields. Brain imaging studies have shown that different spatial patterns of neural activation are associated with thinking about different semantic categories of pictures and words (for example, tools, buildings, and animals). We present a computational model that predicts the functional magnetic resonance imaging (fMRI) neural activation associated with words for which fMRI data are not yet available. This model is trained with a combination of data from a trillion-word text corpus and observed fMRI data associated with viewing several dozen concrete nouns. Once trained, the model predicts fMRI activation for thousands of other concrete nouns in the text corpus, with highly significant accuracies over the 60 nouns for which we currently have fMRI data.

The intersection of Theory of Mind (ToM) processing and complex narrative comprehension in high functioning autism was examined by comparing cortical activation during the reading of passages that required inferences based on either intentions, emotional states, or physical causality. Right hemisphere activation was substantially greater for all sentences in the autism group than in a matched control group suggesting decreased LH capacity in autism resulting in a spillover of processing to RH homologs. Moreover, the ToM network was disrupted. The autism group showed similar activation for all inference types in the right temporo-parietal component of the ToM network whereas the control participants selectively activated this network only when appropriate. The autism group had lower functional connectivity within the ToM network and also between the ToM and a left hemisphere language network. Furthermore, the within-network functional connectivity in autism was correlated with the size of the anterior portion of the corpus callosum.

This article investigated whether students' ability to reason with and about documentary evidence is influenced by the composition of the document set they study. Two groups of college students read sets of history documents containing a variety of document types (e.g., historian essays, participant accounts). One group was also given primary documents, and the other group received additional historian essays that cited the primary documents. The students' task was to read the documents, rate their usefulness and trustworthiness, and write a short opinion essay on the controversy described in the documents. Results revealed that the presence of primary documents influenced how students rated the documents and on which criteria they based this interpretation. These results suggest that exposing students to a variety of document types, especially primary documents, within a reasoning task changes how students represent and reason about documents and historical problems.

Previous studies have succeeded in identifying the cognitive state corresponding to the perception of a set of depicted categories, such as tools, by analyzing the accompanying pattern of brain activity, measured with fMRI. The current research focused on identifying the cognitive state associated with a 4s viewing of an individual line drawing (1 of 10 familiar objects, 5 tools and 5 dwellings, such as a hammer or a castle). Here we demonstrate the ability to reliably (1) identify which of the 10 drawings a participant was viewing, based on that participant's characteristic whole-brain neural activation patterns, excluding visual areas; (2) identify the category of the object with even higher accuracy, based on that participant's activation; and (3) identify, for the first time, both individual objects and the category of the object the participant was viewing, based only on other participants' activation patterns. The voxels important for category identification were located similarly across participants, and distributed throughout the cortex, focused in ventral temporal perceptual areas but also including more frontal association areas (and somewhat left-lateralized). These findings indicate the presence of stable, distributed, communal, and identifiable neural states corresponding to object concepts.

In this work we explore whether the patterns of brain activity associated with thinking about concrete objects are dependent on stimulus presentation format, whether an object is referred to by a written or pictorial form. Multi-voxel pattern analysis methods were applied to brain imaging (fMRI) data to identify the item category associated with brief viewings of each of 10 words (naming 5 tools and 5 dwellings) and, separately, with brief viewings of each of 10 pictures (line drawings) of the objects named by the words. These methods were able to identify the category of the picture the participant was viewing, based on neural activation patterns observed during word-viewing, and identify the category of the word the participant was viewing, based on neural activation patterns observed during picture-viewing, using data from only that participant or only from other participants. These results provide an empirical demonstration of object category identification across stimulus formats and across participants. In addition, we were able to identify the category of the word that the participant was viewing based on the patterns of neural activation generated during word-viewing by that participant or by all other participants. Similarly, we were able to identify with even higher accuracy the category of the picture the participant was viewing, based on the patterns of neural activation demonstrated during picture-viewing by that participant or by all other participants. The brain locations that were important for category identification were similar across participants and were distributed throughout the cortex where various object properties might be neurally represented. These findings indicate consistent triggering of semantic representations using different stimulus formats and suggest the presence of stable, distributed, and identifiable neural states that are common to pictorial and verbal input referring to object categories.

An event-related fMRI paradigm was used to investigate brain activity during the reading of sentences containing either a lexically ambiguous word or an unambiguous control word.Higher levels of activation occurred during the reading of sentences containing a lexical ambiguity. Furthermore, the activated cortical network differed, depending on: (1) whether the sentence contained a balanced (i.e., both meanings equally likely) or a biased (i.e., one meaning more likely than other meanings) ambiguous word; and, (2) the working memory capacity of the individual as assessed by reading span. The findings suggest that encountering a lexical ambiguity is dealt with by activating multiple meanings utilizing processes involving both hemispheres. When an early interpretation of a biased ambiguous word is later disambiguated to the subordinate meaning, the superior frontal cortex activates in response to the coherence break and the right inferior frontal gyrus and the insula activate, possibly to suppress the incorrect interpretation. Negative correlations between reading span scores and activation in the right hemisphere for both types of ambiguous words suggest that readers with lower spans are more likely to involve show right hemisphere involvement in the processing of the ambiguity. A positive correlation between reading span scores and insula activation appearing only for biased sentences disambiguated to the subordinate meaning indicates that individuals with higher spans were more likely to initially maintain both meanings and as a result had to suppress the unintended dominant meaning. IntroductionOne of the building blocks of language comprehension is the ability to access the meaning of words as they are encountered and to develop an interpretation that is consistent with the context. This process becomes particularly interesting at a choice point in understanding, as is the case with lexically ambiguous words. When a word has multiple meanings, one meaning must be selected while somehow retaining the possibility of using the alternative meaning. Additionally, the working memory capacity of individual readers affects their ability to maintain various representations in the process of understanding a sentence (Miyake et al., 1994). Further complicating this phenomenon, ambiguous words vary in the strength or frequency of their alternative meanings (e.g., Swinney, 1979;Rayner and Duffy, 1986;MacDonald et al., 1994) leading to situations in which the likelihood of maintaining multiple meanings could be dependent on their relative frequencies. In some cases, the ultimately incorrect interpretation may initially be selected, leading to a semantically incoherent sentence representation and hence to a re-analysis of the meaning and a suppression of the misfitting interpreta-

The study compared the brain activation patterns associated with the comprehension of written and spoken Portuguese sentences. An fMRI study measured brain activity while participants read and listened to sentences about general world knowledge. Participants had to decide if the sentences were true or false. To mirror the transient nature of spoken sentences, visual input was presented in rapid serial visual presentation format. The results showed a common core of amodal left inferior frontal and middle temporal gyri activation, as well as modality specific brain activation associated with listening and reading comprehension. Reading comprehension was associated with more left-lateralized activation and with left inferior occipital cortex (including fusiform gyrus) activation. Listening comprehension was associated with extensive bilateral temporal cortex activation and more overall activation of the whole cortex. Results also showed individual differences in brain activation for reading comprehension. Readers with lower working memory capacity showed more activation of right-hemisphere areas (spillover of activation) and more activation in the prefrontal cortex, potentially associated with more demand placed on executive control processes. Readers with higher working memory capacity showed more activation in a frontal-posterior network of areas (left angular and precentral gyri, and right inferior frontal gyrus). The activation of this network may be associated with phonological rehearsal of linguistic information when reading text presented in rapid serial visual format. The study demonstrates the modality fingerprints for language comprehension and indicates how lowand high working memory capacity readers deal with reading text presented in serial format.

Previous research demonstrated a contradiction effect: Although text currently being processed was locally coherent, readers were aware of inconsistencies between a protagonist's actions and characteristics of the protagonists that were described earlier in the text and subsequently backgrounded. In the present experiments, not only the critical characteristics but also the protagonist were backgrounded. When the protagonist was reintroduced into the narrative in the context of carrying out an inconsistent action, the contradiction effect again occurred. In Experiments 1-3, we examined the effects of several variables on the onset of the effect. In Experiment 4, we presented probes at various points in the passage with results that supported the conclusion that the critical characteristics had been backgrounded before the sentence that contradicted them. Results are discussed in terms of several recent models in which currently active representational elements serve as retrieval cues for other inactive, but highly related, elements.