Grounding conceptual knowledge in modality-specific systems.
By Lawrence W. Barsalou, W. Kyle Simmons, Aron K. Barbey, Christine D. Wilson. Trends in Cognitive Sciences, 2003
1,192 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/3f5e922ce20efe7da64c115e5346481cfc618b79
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- James L. McClelland
- M. L. Lambon Ralph
- Friedemann Pulvermüller
- Timothy T. Rogers
- S. Kousta
- Markus Kiefer
- Lisa Feldman Barrett
- Gabriella Vigliocco
In Experimental and Cognitive Psychology
- James L. McClelland
- Markus Kiefer
- Friedemann Pulvermüller
- M. L. Lambon Ralph
- Timothy T. Rogers
- Kristen A. Lindquist
- Rick Dale
- Lisa Feldman Barrett
In Social Psychology
- Kristen A. Lindquist
- Friedemann Pulvermüller
- Markus Kiefer
- Lisa Feldman Barrett
- M. L. Lambon Ralph
- Michael D. Robinson
- Brian P. Meier
- Alvin I. Goldman
Citations in the corpus
- Young children make scale errors when playing with dolls. (2006, background): “This representation includes a motor plan for interacting with a larger version of the object ( Barsalou, Simmons, Barbey & Wilson, 2003; Tucker & Ellis, 1998, 2001).”
- Conceptual representations in mind and brain: theoretical developments, current evidence and future directions. (2012, background): “The localist representation format of classical semantic networkmodels appeared unsatisfactory tomany researchers due to a lack of conceptual flexibility.”
- Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area (2005, background): “This appears to be one example of a broader principle of brain organization whereby those cortices involved in perception are also engaged in long term storage of information related to those perceptual properties (James and Gauthier, 2003) and more generally points to the deep relationship between ”
- Visual and Spatial Modes in Science Learning (2009, background): “Thus, in specific situations, adults may continue to develop mental models with properties that are visual as well as haptic and auditory, possibly also including other modalities (Barsalou et al., 2003).”
- Cognition as a dynamic system: Principles from embodiment (2005, background): “These different takes are all bound to the same reality in real time; this multi-modal nature of experience is a major driver of change in the system itself (Barsalou et al., 2003; Knudsen, 2003; Stein & Meredith, 1993; Turkewitz & Kenny, 1985).”
- Mechanical reasoning by mental simulation. (2004, background): “At a minimum, the representations underlying mental simulation must be more similar to the experience of perceiving a mechanical system than are descriptive representations (Box 1). One possibility is that they are perceptual, that is, they involve some of the same neural activity involved in percei”
- Emotional facial expressions evoke faster orienting responses, but weaker emotional responses at neural and behavioural levels compared to scenes: A simultaneous EEG and facial EMG study (2016, neutral): “…emotion recognition by triggering the reactivation of specific neural regions that are involved in producing that same emotion in the perceiver, leading to a realisation of the other person's emotional state (e.g. Barsalou, 2003a; Barsalou et al., 2003b; Clark et al., 2008; Niedenthal, 2007).”