Abstract, emotional and concrete concepts and the activation of mouth-hand effectors

According to embodied and grounded theories, concepts are grounded in sensorimotor systems. The majority of evidence supporting these views concerns concepts referring to objects or actions, while evidence on abstract concepts is more scarce. Explaining how abstract concepts such as ‘‘freedom’’ are represented would thus be pivotal for grounded theories. According to some recent proposals, abstract concepts are grounded in both sensorimotor and linguistic experience, thus they activate the mouth motor system more than concrete concepts. Two experiments are reported, aimed at verifying whether abstract, concrete and emotional words activate the mouth and the hand effectors. In both experiments participants performed first a lexical decision, then a recognition task. In Experiment 1 participants responded by pressing a button either with the mouth or with the hand, in Experiment 2 responses were given with the foot, while a button held either in the mouth or in the hand was used to respond to catch-trials. Abstract words were slower to process in both tasks (concreteness effect). Across the tasks and experiments, emotional concepts had instead a fluctuating pattern, different from those of both concrete and abstract concepts, suggesting that they cannot be considered as a subset of abstract concepts. The interaction between type of concept (abstract, concrete and emotional) and effector (mouth, hand) was not significant in the lexical decision task, likely because it emerged only with tasks implying a deeper processing level. It reached significance, instead, in the recognition tasks. In both experiments abstract concepts were facilitated in the mouth condition compared to the hand condition, supporting our main prediction. Emotional concepts instead had a more variable pattern. Overall, our findings indicate that various kinds of concepts differently activate the mouth and hand effectors, but they also suggest that concepts activate effectors in a flexible and task-dependent wa

Technology and Vocabulary

Vocabulary knowledge is one of the most important components of L2 proficiency (Schmitt, 2010). At the same time, the acquisition of L2 vocabulary is particularly challenging because it is item-based as opposed to rule-based acquisition of grammar. That is to say that vocabulary items (words and multiword units) need to be learned one-by-one, which requires repeated exposure and practice. Furthermore, learners need to be actively engaged with the target lexical items for them to be committed to memory and eventually acquired. With the exponential growth of technological applications for L2 learning in recent years, many tools and methods have come to the aid of learners by increasing both the frequency of exposure and the level of engagement

Lexical acquisition in elementary science classes

The purpose of this study was to further researchers' understanding of lexical acquisition in the beginning primary schoolchild by investigating word learning in small-group elementary science classes. Two experiments were conducted to examine the role of semantic scaffolding (e.g., use of synonymous terms) and physical scaffolding (e.g., pointing to referents) in children's acquisition of novel property terms. Children's lexical knowledge was assessed using multiple tasks (naming, comprehension, and definitional). Children struggled to acquire meanings of adjectives without semantic or physical scaffolding (Experiment 1), but they were successful in acquiring extensive lexical knowledge when offered semantic scaffolding (Experiment 2). Experiment 2 also shows that semantic scaffolding used in combination with physical scaffolding helped children acquire novel adjectives and that children who correctly named pictures of adjectives had acquired definitions

Lexical typology : a programmatic sketch

The present paper is an attempt to lay the foundation for Lexical Typology as a new kind of linguistic typology.1 The goal of Lexical Typology is to investigate crosslinguistically significant patterns of interaction between lexicon and grammar

Real-world word learning: exploring children's developing semantic representations of a science term

Assessments of lexical acquisition are often limited to pre-school children on forced choice comprehension measures. This study assessed the understandings 30 school-age children (mean age = 6;7) acquired about the science term, eclipse following a naturalistic exposure to a solar eclipse. The knowledge children acquired about eclipses and a control term, comet was assessed at three points in time (baseline-test, two-week post-test and five-month post-test) using a range of assessment tasks (multiple-choice comprehension, picture-naming, drawing and a model of a solar system task). Children's knowledge was compared to 15 adult controls during the baseline-test and two-week post-test. Children acquired extensive knowledge about eclipses, but not comets; at the two-week post-test and five-month post-test, the majority of children named and drew eclipses and „made? an eclipse using models of the sun, moon and earth. Also, children's eclipse knowledge more closely approximated adult-level understandings at the two-week post-test than at the baseline-test. Implications for the study of lexical acquisition in later development are discussed

Introducing a Romanian Frequency List and the Romanian Vocabulary Levels Test

Vocabulary is considered essential to language learning, thus English word lists and tests based on frequency information have become the centre of attention for researchers, teachers and learners alike. As a result, it is argued hereby that frequency based word lists and tests should be adapted and regarded as key elements for teaching and learning Romanian as an additional language as well. Since there are currently no reliable frequency lists and lexical tests in Romanian, this paper aims to bridge this gap by introducing the first Romanian Word List and the Romanian Vocabulary Levels Test. The list contains the 10,000 most frequent Romanian words and is based on the Romanian Balanced Annotated Corpus (ROMBAC, Ion, Irimia, Ștefănescu, Tufiș 2012). The primary objective of the paper is to elaborate on the compilation criteria, the challenges involved and the benefits of such a list in the case of teaching, learning and curriculum design for Romanian as an additional language. The secondary objective is to present a practical application of the word list by introducing an exemplary Romanian lexical test, the Romanian Vocabulary Levels Test and examine its reliability and validity