Spatial representations activated during real-time comprehension of verbs

By Daniel C. Richardson, Michael J. Spivey, Lawrence W. Barsalou, Ken McRae. Cognitive Sciences, 2003

434 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9a7add3f66b7be25b0a0c8ab949455d0129176d2

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Affect biases memory of location: Evidence for the spatial representation of affect (2006, background): “Further studies show that such representations are activated during on-line comprehension of verbs, as shown by reaction times on recognition and discrimination tasks (Richardson et al., 2003).”
Moving words: dynamic representations in language comprehension (2004, background): “…reported in this article add to the growing body of evidence that language comprehension routinely involves the activation of perceptual representations (Pecher, Zeelenberg, & Barsalou, 2003; Richardson et al., 2003; Stanfield & Zwaan, 2001; Zwaan et al., 2002; Zwaan & Yaxley, 2003a, 2003b).”
Flexible Conceptual Projection of Time Onto Spatial Frames of Reference (2006, background): “Richardson, Spivey, Barsalou, and McRae (2003) used sentences with verbs holding a concrete or abstract relation to a horizontal schema (e.g., push or want) and to a vertical schema (float or respect).”
Metaphors and the market: Consequences and preconditions of agent and object metaphors in stock market commentary (2007, background): “Studies have found that particular action concepts are associated with particular kinds of dynamic trajectories (Michotte, 1946) and even with static trajectory-like diagrams ( Richardson, Spivey, Barsalou, & McRae, 2003 ).”
Strong systematicity through sensorimotor conceptual grounding: an unsupervised, developmental approach to connectionist sentence processing (2012, background): “…theory (Barsalou 1999) is a modal description of cognitive knowledge representation with an increasing body of empirical support (e.g. Richardson, Spivey, Barsalou, and McRae 2003; Pecher, Zeelenberg, and Barsalou 2004; Solomon and Barsalou 2004) suggesting that the knowledge stored in brains is…”
Embodiment for Education (2008, background): “Although there is some work extending the approach to more abstract ideas ( Boroditsky & Ramscar, 2002 ; Richardson et al., 2003 ; Glenberg et al., 2008 ), the extent to which abstract concepts can be grounded in bodily experiences is still an open question.”