Perceptual Simulation of Vertical Object Movement during Comprehension of Auditory and Audiovisual Text in Children and Adults

Seger, Benedikt T.; Hauf, Juliane; Nieding, Gerhild

doi:10.1080/0163853x.2020.1755801

Cited by 4 publications

(2 citation statements)

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“…Furthermore, research suggests that children may represent not only static but also dynamic perceptual events. For example, Hauf et al (2020) and Seger et al (2020) demonstrated that children's responses to pictured objects on a computer screen were faster when the objects moved in the directions that matched the linguistic context. Consistently, there is evidence, similar to the adult literature, of embodied effects of perception on language processing in children.…”

Section: Embodiment Effects Emerge Late In Developmentmentioning

confidence: 99%

Consensus Paper: Situated and Embodied Language Acquisition

Reggin,

Gómez Franco,

Horchak

et al. 2023

Journal of Cognition

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Theories of embodied cognition postulate that perceptual, sensorimotor, and affective properties of concepts support language learning and processing. In this paper, we argue that language acquisition, as well as processing, is situated in addition to being embodied. In particular, first, it is the situated nature of initial language development that affords for the developing system to become embodied. Second, the situated nature of language use changes across development and adulthood. We provide evidence from empirical studies for embodied effects of perception, action, and valence as they apply to both embodied cognition and situated cognition across developmental stages. Although the evidence is limited, we urge researchers to consider differentiating embodied cognition within situated context, in order to better understand how these separate mechanisms interact for learning to occur. This delineation also provides further clarity to the study of classroom-based applications and the role of embodied and situated cognition in the study of developmental disorders. We argue that theories of language acquisition need to address for the complex situated context of real-world learning by completing a "circular notion": observing experimental paradigms in realworld settings and taking these observations to later refine lab-based experiments.

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Section: Embodiment Effects Emerge Late In Developmentmentioning

confidence: 99%

Consensus Paper: Situated and Embodied Language Acquisition

Reggin,

Gómez Franco,

Horchak

et al. 2023

Journal of Cognition

View full text Add to dashboard Cite

show abstract

“…Such simulations are supposed to be largely based on the recipient's perceptual and motor experience (Glenberg & Robertson, 2000;Stanfield & Zwaan, 2001;Taylor & Zwaan, 2009). There are a considerable number of empirical findings confirming that text recipients simulate features of the situation through their perceptual and motor systems (e.g., de Koning, Wassenburg, Bos, & van der Schoot, 2017;Engelen, Bouwmeester, de Bruin, & Zwaan, 2011;Glenberg & Kaschak, 2002;Seger, Hauf, & Nieding, 2020;Zwaan, Stanfield, & Yaxley, 2002;Zwaan & Taylor, 2006). In Zwaan et al's (2002) study, for example, participants read a sentence (e.g., "The ranger saw the eagle in the sky") and had to decide whether a subsequent picture referred to an object that was included in that sentence.…”

Section: Text Surface Textbase and Situation Modelmentioning

confidence: 99%

Children’s surface, textbase, and situation model representations of written and illustrated written narrative text

2021

Self Cite

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According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.

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