Journal articles: 'Concrete word'

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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 (December 1, 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 nonpresented concrete, abstract, or emotion words (i.e., the critical lures) and then engaged in list recall. Emotion word critical lures were falsely recalled at a significantly higher rate (with the effect carried by the positively valenced critical lures) than concrete and abstract critical lures. These findings suggest that the word type variable has implications for our understanding of the mechanisms that underlie recall and false recall.

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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 (April 1998): 143–54. http://dx.doi.org/10.1080/713755564.

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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 (March 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 the norms. Concrete words were rated as more imageable than abstract words, replicating results from the norms. In the unmixed contents, students rated only abstract words or only concrete words. Surprisingly, concrete and abstract words no longer differed in rated imageability. We concluded that word imageability is not due to the mental imagery aroused by a particular word. Rather, a word's imageability is profoundly influenced by the imageability of surrounding words. This outcome opposes the typical interpretation that word imageability measures the abstractness-concreteness of the referenced object and also how recallable the word will be.

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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 (November 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 similar brain regions as the processing of real concrete and abstract words. In particular, learning of new concrete words selectively boosted the activation of the ventral anterior fusiform gyrus, a region driven by imageability, which has previously been implicated in the processing of concrete words.

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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 (June 1, 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 were equally activated by both word types, whereas bilateral regions including the angular gyrus and the dorsal prefrontal cortex were more strongly engaged by concrete words. Relative to concrete words, abstract words activated left inferior frontal regions previously linked with phonological and verbal working memory processes. The results show overlapping but partly distinct neural systems for processing concrete and abstract concepts, with greater involvement of bilateral association areas during concrete word processing, and processing of abstract concepts almost exclusively by the left hemisphere.

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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 (August 4, 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 frame the results of this study with the results of previous studies that used AbSANT to provide better evidence for the utility of this therapeutic technique. We also discuss proposed mechanisms of AbSANT. Method Four persons with aphasia completed one phase of concrete word training and one phase of abstract word training using the AbSANT protocol. Effect sizes were calculated for each word type for each phase. Effect sizes for this study are compared with the effect sizes from previous studies. Results As predicted, training abstract words resulted in both direct training and generalization effects, whereas training concrete words resulted in only direct training effects. The reported results are consistent across studies. Furthermore, when the data are compared across studies, there is a distinct pattern of the added benefit of training abstract words using AbSANT. Conclusion Treatment for word retrieval in aphasia is most often aimed at concrete words, despite the usefulness and pervasiveness of abstract words in everyday conversation. We show the utility of AbSANT as a means of improving not only abstract word retrieval but also concrete word retrieval and hope this evidence will help foster its application in clinical practice.

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Campos, Alfredo. "On the Association between the Pleasantness and Meaningfulness of Words." Perceptual and Motor Skills 78, no. 3_suppl (June 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 four (−.51 to .18) were stronger than the over-all correlation of 06 between pleasantness and meaningfulness for the 80-word pool.

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Campos, Alfredo. "Pleasant Words: Relation with Concreteness and Imagery Values When Stimuli are Controlled." Psychological Reports 65, no. 2 (October 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 unpleasant. We presented four lists of words (concrete-pleasant, concrete-unpleasant, abstract-pleasant, abstract-unpleasant) to 160 students who scored each word on three scales, pleasantness, imagery and concreteness. We obtained correlations of −.05 between pleasantness and concreteness and of .05 between pleasantness and imagery; however, we found a positive correlation between pleasantness and concreteness and also between pleasantness and imagery when we used pleasant words; a negative correlation obtained when we used unpleasant words.

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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 (October 21, 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 concrete (16), abstract (16), or emotional (16) concepts. Results showed that concrete words were better understood than either emotion or abstract words, and emotion words were better understood than abstract ones. This finding emphasises the importance of the emotional lexicon in lexical development, and suggests that emotion word comprehension should be enhanced through regular training. This would increase children’s emotional knowledge, improve their communication skills, and promote their socialisation.

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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 (January 15, 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 than abstract word meanings even when matched on context availability. The present results are discussed considering the various hypotheses that have been used to try to explain the ‘concreteness effect’. We conclude that the present investigation provides new evidence that the concreteness effect observed in learning is due to the different organization of abstract and concrete conceptual information in semantic memory.

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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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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 (February 28, 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 studies the experimental investigation data on the Behavior of fly-ash based geo-polymer concretes replaced in chemical solutions for up to four weeks. The fly-ash deployed geo-polymer concrete was at first restored (cured) for 24 hours at 60°C. And also the attained results are comparison with the conventional concretes replaced to 5% acid solutions for up to four weeks. Of The attained compressive strength of geo-polymer concretes and conventional concretes cubes of 150-mm @ an age of 4 weeks are 31.9MPa and 48.4MPa. At first concrete cubes were restored for a period of 4 weeks and after cubes were submerged in chemical solutions, After immersion in chemical solutions, samples were tested at an age of 1week, 2 weeks and 4 weeks. In this work compressive strength and the weight loss reduction were determined. In this experimental investigation three types of chemical solutions are utilized that are HCl, H2SO4 and MgSO4. The test results shows that the Geo-polymer concrete is more resistant to acid and having low loss of weight and compressive strength when compared to conventional concrete Keywords: Geo-polymer Concrete, Fly Ash, Compressive Strength, Acid Attack.

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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 (September 30, 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). Across all experiments, the majority of participants trained on abstract words showed improved production of the trained abstract words, as measured by a word generation task, as well as improvement on untrained concrete words within the same context-category (i.e., generalization). Participants trained on concrete words (Experiment 2) exhibited much smaller word production gains and no generalization to abstract words. These results parallel previous findings from aphasia research and suggest that this training paradigm can successfully be extended to L2 learning contexts, where it has the potential to be a useful tool in vocabulary instruction. We discuss the findings in terms of models of spreading activation and the underlying conceptual representations of abstract and concrete words in the L2 lexicon.

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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 (July 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 semantic tasks. Behavioural results showed better performance on newly learnt abstract words in lexical tasks, whereas semantic assessments showed a tendency for higher accuracy for concrete words. ERPs to novel abstract and concrete concepts differed early on, ~150 ms after the word onset. Moreover, differences between novel words and control untrained pseudowords were observed earlier for concrete (~150 ms) than for abstract (~200 ms) words. Distributed source analysis indicated bilateral temporo-parietal activation underpinning newly established memory traces, suggesting a crucial role of Wernicke’s area and its right-hemispheric homologue in word acquisition. In sum, we report behavioural and neurophysiological processing differences between concrete and abstract words evident immediately after their controlled acquisition, confirming distinct neurocognitive mechanisms underpinning these types of semantics.

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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 (April 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 imagery, -.32 with concreteness, -.01 with emotionality, and -.35 with meaningfulness. This paper describes one of a series of studies investigating the relationships among properties of words such as their length, imagery, emotionality, meaningfulness, concreteness, etc.

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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 number of supplementary meanings. The results were as follows. First, the aMCI patients scored significantly poorer than the normal controls in only abstract word definition. Second, both subtypes of aMCI performed worse than the controls in only abstract word definition. In conclusion, a definition task of abstract rather than concrete concepts may provide richer information to show semantic impairment of aMCI.

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Dhond, Rupali P., Thomas Witzel, Anders M. Dale, and Eric Halgren. "Spatiotemporal cortical dynamics underlying abstract and concrete word reading." Human Brain Mapping 28, no. 4 (2007): 355–62. http://dx.doi.org/10.1002/hbm.20282.

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Shibahara, Naoki, and Brennis Lucero-Wagoner. "Hemispheric Asymmetry in Accessing Word Meanings: Concrete and Abstract Nouns." Perceptual and Motor Skills 94, no. 3_suppl (June 2002): 1292–300. http://dx.doi.org/10.2466/pms.2002.94.3c.1292.

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The present experiments investigated hemispheric differences in the brain in accessing concrete and abstract word meanings. For this purpose, an automatic semantic priming paradigm was used with a short stimulus onset asynchrony between prime and target (250 msec.) as well as a low proportion of related trials. (20%). Analysis showed that for concrete nouns, priming effects were observed in both hemispheres. There was greater priming in the right hemisphere, suggesting hemispheric differences in accessing semantic representations of concrete nouns. For abstract nouns, on the other hand, priming patterns in the right hemisphere were identical to those in the left hemisphere, suggesting that information about abstract nouns projected to the right hemisphere may be transferred to the dominant left hemisphere for further processing.

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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 (December 14, 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 indicated that although the semantic representations of all three wordtypes were acquired, there was a gradient in the degree to which those meanings were automatically activated. The pattern of data indicated that newly learned emotion words vs. non-emotion words produced faster color naming times, longer recognition times, and higher error rates in recognition.

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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 (December 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., “friend” and “friendship,” and rated the interest value, familiarity, and meaningfulness of each word. Familiarity correlated significantly with meaningfulness and interest value.

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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 (July 1, 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 participants were asked to match the novel word forms with their definitions. Results showed that concrete concepts were acquired better than abstract concepts. Importantly, the concreteness advantage disappeared when the content of the concept was negative. Hence, emotional (negative) content facilitated the acquisition of abstract concepts, but not of concrete concepts, giving support to the proposal of Kousta et al. (2011).

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Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.

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The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

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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 (November 6, 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). Results showed that N400 amplitudes increased in the order emotional < abstract < general < specific < pseudoword. A regression analysis showed that the amplitude of the N400 decreased the more semantic associates a word had and the higher the rating for emotional arousal it had. The N400 also increased the more orthographic neighbours a word had. Results provide support for the hierarchical organisation of concrete words assumed in lexical semantics. They also demonstrate how affective information facilitates meaning processing.

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Bauer, Lisa M., and Jeanette Altarriba. "An Investigation of Sex Differences in Word Ratings Across Concrete, Abstract, and Emotion Words." Psychological Record 58, no. 3 (July 2008): 465–74. http://dx.doi.org/10.1007/bf03395629.

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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 (August 18, 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 the sentence-context condition their processing of abstract concepts improved. These findings support the embodied cognition theory of concept processing.

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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 (May 5, 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 concrete words both in a single word and in a morphologically primed context. However, magnitudes of facilitation in isolation from baselines provided an incomplete account of morphological processing.

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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 (June 18, 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. Analysis of verbal and gestural data yielded a number of insights. When communicating about the meanings of abstract words, participants' speech referenced more people and introspections. In contrast, the meanings of concrete words were communicated by referencing more objects and entities. Gesture results showed that when participants spoke about abstract word meanings their speech was accompanied by more metaphorical and beat gestures, and speech about concrete word meanings was accompanied by more iconic gestures. Taken together, the results suggest that abstract meanings are best captured by a model that allows dynamic access to multiple representation systems. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’.

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SHIBAHARA, NAOKI. "HEMISPHERIC ASYMMETRY IN ACCESSING WORD MEANINGS: CONCRETE AND ABSTRACT NOUNS." Perceptual and Motor Skills 94 (2002): 1292. http://dx.doi.org/10.2466/pms.94.2.1292-1300.

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SHIBAHARA, NAOKI. "HEMISPHERIC ASYMMETRY IN ACCESSING WORD MEANINGS: CONCRETE AND ABSTRACT NOUNS." Perceptual and Motor Skills 94, no. 3 (2002): 1292. http://dx.doi.org/10.2466/pms.94.3.1292-1300.

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Campos, Alfredo. "Emotional Values of Words: Relations with Concreteness and Vividness of Imagery." Perceptual and Motor Skills 69, no. 2 (October 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 obtained between concreteness and emotionality both with concrete (.13) and abstract (.24) words and between vividness of imagery of words and emotionality in concrete words (.34) and abstract words (.61). It is concluded correlations between ratings of concreteness and emotionality and between ratings of vividness and emotionality are positive.

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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 (December 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 easier to concrete than to abstract words, to cognates than to noncognates, and to nouns than to verbs. These findings suggest that conceptual representation in bilingual memory depends on word-type and grammatical class: concrete translations, cognates, and noun translations more often share, or share larger parts of, a conceptual representation than abstract translations, noncognates, and verb translations. The results are discussed within the framework of distributed memory representation.

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Valverde, Franklin Larrubia. "Objectotem e a descoberta de um novo mundo poético / Objectotem and the Discovery of a New Poetic World." Revista do Centro de Estudos Portugueses 40, no. 63 (April 8, 2020): 41. http://dx.doi.org/10.17851/2359-0076.40.63.41-50.

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Resumo: Este artigo traz um relato pessoal sobre o meu despertar para a poesia concreta e experimental depois de assistir a uma aula em meu curso de graduação na qual foi analisado o poema “Objectotem” de E. M. de Melo e Castro. Nele abordo também a importância da obra desse poeta português. Essas reflexões foram apresentadas de forma abreviada no colóquio Pensar a Palavra-Experiência: Homenagem a E. M. de Melo e Castro, realizado em outubro de 2019, na Universidade Federal de São Paulo – UNIFESP, campus Guarulhos.Palavras-chave: poesia concreta, poesia experimental, Melo e Castro.Abstract: Report of the awakening of poet Franklin Valverde for concrete and experimental poetry after a class in which the poem “Objectotem” by E. M. de Melo e Castro was analyzed, as well as the importance of the work of the Portuguese poet. Presented at the Think the Word-Experience: Tribute to E. M. de Melo e Castro, held in October 2019, at the Federal University of São Paulo - UNIFESP, Guarulhos campus.Keywords: concrete poetry, experimental poetry, Melo e Castro.

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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, the features [±concrete] of the stem do appear to play a role in the computation of derived words. Finally, age-related differences are found to exist, at least during on-line word recognition.

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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 (August 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 values contributed 3.62% and 2.82%, respectively. Word length and date of entry were rejected in the final equation, as their contributions were minimal.

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Altarriba, Jeanette, Lisa M. Bauer, and Claudia Benvenuto. "Concreteness, context availability, and imageability ratings and word associations for abstract, concrete, and emotion words." Behavior Research Methods, Instruments, & Computers 31, no. 4 (December 1999): 578–602. http://dx.doi.org/10.3758/bf03200738.

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Campos, Alfredo. "Pleasantness and Emotionality of Words: Relation When Stimuli are Controlled." Perceptual and Motor Skills 69, no. 3_suppl (December 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 (December 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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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 the semantic field. Special attention is paid to nouns denoting a person. Their synonymic ranges differ significantly in lexicographic sources and the experiment findings. The word interpretation experiment points to the frequency of a logical (componential) method for interpretation of concrete nouns meaning, and synonymic method for abstract nouns. Concrete nouns are noted to realize logical categorization due to being incorporated into hierarchical semantic relations, whilst abstract nouns may reflect logical and figurative categorization because their meanings do not have subject reference and are characterized by uncertainty. Abstract nouns have been proved to build hierarchical semantic relations within their synonymic groups on certain conditions.

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Montefinese, Maria. "Semantic representation of abstract and concrete words: a minireview of neural evidence." Journal of Neurophysiology 121, no. 5 (May 1, 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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D’Encarnação, José. "Apostilas epigráficas = Epigraphic Apostiles." Espacio Tiempo y Forma. Serie II, Historia Antigua, no. 33 (November 1, 2020): 199. http://dx.doi.org/10.5944/etfii.33.2020.27312.

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Dá-se a conhecer um manuscrito inédito que relata as circunstâncias de achamento duma ara a Bormanicus. Tecem-se considerações acerca da presença do vocábulo fabrica em textos epigráficos e a propósito da representação da ascia, que se identifica com um instrumento concreto: a enxó do tanoeiro. Apresenta-se uma panorâmica do uso epigráfico do vocábulo arula.AbstractAn inedited notice about the finding of a Roman altar dedicated to Bormanicus is given. Is discussed the evidence of the word fabrica in Roman epigraphic monuments and also about ascia, here identified with a concrete instrument: the cooper’s adze. Finally, what we can say about the word arula in Roman epigraphic monuments and classic texts.

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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 (July 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, it is shown that normal participants identify associative connections more quickly than similarity-based connections when processing abstract words, but that the pattern is reversed for concrete words. It is also demonstrated that the typical concrete-word advantage observed in many cognitive tasks is abolished and even reversed when participants have to comprehend the semantic associations between words. The data provide converging evidence for the different representational frameworks hypothesis and suggest that claims based on information from previous neuropsychological investigations can be generalized to normal cognition.

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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 (December 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 later skin conductance response was explained by imagery and subject-rated emotionality. Imagery alone explained 24% of variance.

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Enger, Hans-Olav. "Reinforcement in inflection classes: Two cues may be better than one." Word Structure 7, no. 2 (October 2014): 153–81. http://dx.doi.org/10.3366/word.2014.0064.

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The paper presents examples of inflection class reinforcement, where an inflection class becomes more different from its neighbours than it was. This is a manifestation of a diachronic tendency for more overt marking, similar to Kuryłowicz’ first law for analogy. It is also a manifestation of redundancy, which is characteristic of inflection. If inflection classes do not serve any purpose (as claimed by, for example, Wurzel 1986 ), it would seem strange that they should be strengthened. So, classes are not mere junk; reinforcement of class distinctions (polarisation) testifies to the autonomy of morphology (cf., for example, Aronoff 1994 , Carstairs-McCarthy 2010 , Maiden 2011 ). A change in Swedish conjugation is argued to be reinforcement. We consider a case where declension wins over gender in Norwegian, the opposite of what has been claimed to be the norm for that language. That case is also reinforcement. I suggest that reinforcement may be thought of as a kind of simplification. That also fits with the geographical distribution of a specific change. The paper also presents some evidence that a fairly ‘concrete’ definition of inflection classes can sometimes be useful. Inflection classes often latch on to extra-morphological properties in the cases examined, as claimed by Natural Morphology ( Wurzel 1984 ). Yet it is problematic for Wurzel that inflection classes (mere ‘ballast’, in his view, Wurzel 1986 : 76) should be strengthened. The finding is, however, expected if ‘[…] autonomously morphological structure […] can be a dynamic, self-reinforcing factor in morphological change’ ( Maiden 2005 : 168).

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Андрей Александрович, Яковлев,. "THE WORD IS A BACKGROUND OF THE CONCEPT: ON EVALD ILYENKOV’S IDEAS IN LINGUISTICS PERSPECTIVE." Вестник Тверского государственного университета. Серия: Филология, no. 4(75) (December 8, 2022): 95–105. http://dx.doi.org/10.26456/vtfilol/2022.4.095.

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Согласно идеям Э.В. Ильенкова, наиболее конкретное в представлении оказывается наиболее абстрактным в мышлении. Но абстрактное или конкретное не нужны человеку как таковые, они обусловлены особенностями осуществляемой деятельности. Поэтому антропоцентрическое изучение языка рассматривает слово в контексте сознания и деятельности и должно основываться на соотношении абстрактного / конкретного в значении слова, с одной стороны, и деятельности, с другой. При антропоцентрическом подходе к языковым явлениям теряет смысл вопрос «Абстрактно или конкретно значение данного знака?». В данном случае целесообразен вопрос: «Соответствует ли соотношение абстрактного и конкретного в знаке целям и условиям деятельности?» Ответ на этот вопрос может быть получен только через анализ результатов речевой деятельности. The paper discusses the problem of the relationship of a word with a concept and representation. According to Evald Ilyenkov, the most concrete in representation turns out to be the most abstract in thought. However the abstract or the concrete are not needed by a person as such, but are conditioned by the peculiarities of the activity being carried out. With an anthropocentric approach to linguistic phenomena, the question «Is the meaning of this sign abstract or concrete?» becomes nonsense. In this case, the following question is appropriate: «Does the ratio of the abstract and the concrete in the sign correspond to the goal and conditions of activity?» The answer to this question can be obtained only through the analysis of the results of speech activity.

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Lakhzoum, Dounia, Marie Izaute, and Ludovic Ferrand. "Intangible features extraction in the processing of abstract concepts: Evidence from picture-word priming." PLOS ONE 16, no. 5 (May 11, 2021): e0251448. http://dx.doi.org/10.1371/journal.pone.0251448.

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Over the last decade, hypotheses ranging from linguistic symbol processing to embodiment have been formulated to account for the content and mechanisms responsible for the representation of abstract concepts. Results of recent studies have suggested that abstract concepts, just like concrete ones, can benefit from knowledge of real-world situational context, but that they can also be processed based on abstract pictures devoid of such situational features. This paper presents two semantic priming experiments to explore such mechanisms further. The first experiment replicates Kuipers, Jones, and Thierry (2018) in a cross-linguistic setting which shows that abstract concepts can be processed from abstract pictures devoid of tangible features. In the second experiment, we studied extraction mechanisms that come into play when participants are presented with abstract and concrete pictures that provide situational information to illustrate target abstract concepts. We expected this facilitatory effect to be limited to concrete picture primes. Our data analysed with both Bayesian and Frequentist tests showed however that even when presented with tangible situational information, the extraction of features still occurred for abstract pictures. We discuss the implications of this with respect to future avenues for studying the processing of abstract concepts.

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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 (December 23, 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 information aboutthis variable is still, for the most part, absent. In this study, we provide animacy norms for a set of224 European Portuguese concrete words. Such data should provide Portuguese researchers a helpfultool to start considering this dimension in a systematic way in their research.

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Erber, P. "The Word as Object: Concrete Poetry, Ideogram, and the Materialization of Language." Luso-Brazilian Review 49, no. 2 (December 1, 2012): 72–101. http://dx.doi.org/10.1353/lbr.2012.0041.

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Robinson, Crystal J., and Jeanette Altarriba. "The interrelationship between emotion, cognition, and bilingualism." Yearbook of the Poznan Linguistic Meeting 1, no. 1 (December 1, 2014): 103–17. http://dx.doi.org/10.1515/yplm-2015-0006.

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Abstract Research on the representation of emotion in human memory has focused on the ways in which words that label an emotion (e.g., love, joy) or represent emotional components (e.g., death, butterfly) are learned, stored, and retrieved from memory. The current work reviews the ways in which these types of words have been distinguished from concrete and abstract words, the types of methodologies used to distinguish among word groups, and the ways in which these words are automatically processed in the bilingual speaker. While emotion words may be more readily processed and retrieved when they appear in the first language, other word types that are neutral with regards to arousal and valence may be processed similarly across languages. The current work also illustrates the ways in which this knowledge is important in advancing theories of language and cognition, attention, perception, and mental health. Future directions are discussed that elucidate the further applications of these interesting lines of research.

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Messias Matildes, Caio. "CONCRETO ARMADO E SUAS PATOLOGIAS." Revista Científica Semana Acadêmica 10, no. 225 (September 6, 2022): 1–31. http://dx.doi.org/10.35265/2236-6717-225-12187.

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This work approaches the most common pathological manifestations found in reinforced concrete structures, with the objective of analyzing them in relation to the causes and addressing possible treatments for them, not dispensing with the consultation of a qualified technical professional. Another objective is to make the reader aware of the seriousness and consequences that can occur due to negligence regarding the maintenance and correction of pathologies in reinforced concrete structures. First, the text brings an approach to what is reinforced concrete, and then it is lectured on the meaning of the word “pathology” and how they can be generated in a reinforced concrete structure. The causes and mechanisms that can cause concrete deterioration are also presented, in order to provide information on how pathologies can be avoided. Finally, a practical case is cited, about a viaduct that collapsed in the city of São Paulo, illustrating the possible consequences of pathological manifestations without proper supervision and treatment.

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Kovyneva, Irina. "THE IDEA OF ONE WAY WORD FORMATION DICTIONARY." CBU International Conference Proceedings 1 (June 30, 2013): 169–73. http://dx.doi.org/10.12955/cbup.v1.30.

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In the modern word formative theory of neologisms there is practically no description of concrete unusual occasional way of word formation, such as holophrasis, gendiadis, decomposition and others. There is also no dictionary, describing one of these types of word composition. There are two specific questions, which occur with the process of сreation of one way word formation (holophrase) dictionary: 1) how to introduce the holophrastic construction (HC) into the dictionary; 2) the context of usage of HC. Though HC is polycomponental, the introduction should be only one – by the first word in the construction. The context of usage of HC is usually limited by the sentence, in which HC is used. The HC dictionary emphasizes the new opening in the philosophic understanding of the sense of meaning and its connection with the lexicographic semantisation.

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Journal articles on the topic 'Concrete word'

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