Symbol grounding without direct experience: Do words inherit sensorimotor activation from purely linguistic context?

Data sets and R scripts for the article "Symbol grounding without direct experience: Do words inherit sensorimotor activation from purely linguistic context?"<br><br>This file set contains two files for each of the five experiments reported in this article: One containing the learning phase data plus the test phase data (for test phase analyses), and one containing the learning phase data plus the questionnaire data from the explicit judgement task (for explicit judgement task analyses).<br><br>This file set additionally contains an R script for analyses of these data sets. <br>NOTE: Depending on the experiment that is analysed, the (generalized) linear mixed effect models might have to be adjusted in order if the parameter estimates do not converge!<br

Latent semantic analysis cosines as a cognitive similarity measure: Evidence from priming studies

Data sets, variable descriptions and R scripts for the following article:<br> <p>Günther, F., Dudschig, C., & Kaup, B. (2016). Latent Semantic Analysis cosines as a cognitive similarity measure: Evidence from priming studies. <i>Quarterly Journal of Experimental Psychology, 69, </i>626-653<i>.</i></p><p>doi: http://dx.doi.org/10.1080/17470218.2015.1038280<i><br></i></p> <br

Stimulus material of Experiment 1.

<p>Stimulus material of Experiment 1.</p

sj-docx-1-qjp-10.1177_17470218221125425 – Supplemental material for Experience-driven meaning affects lexical choices during language production

Supplemental material, sj-docx-1-qjp-10.1177_17470218221125425 for Experience-driven meaning affects lexical choices during language production by Anne Vogt, Barbara Kaup and Rasha Abdel Rahman in Quarterly Journal of Experimental Psychology</p

Correct and incorrect trials in Experiment 2.

<p><i>Note</i>. For incorrect trials element pairs consistent with the respective language are bold faced.</p><p>Correct and incorrect trials in Experiment 2.</p

Results from Experiment 2.

<p>A: Mean percentage correct <i>(SE)</i> for nested and cross-serial dependencies, respectively. B: Mean <i>d’s (SE)</i> for nested and cross-serial dependencies, respectively.</p

Reading “Sun” and Looking Up: The Influence of Language on Saccadic Eye Movements in the Vertical Dimension

<div><p>Traditionally, language processing has been attributed to a separate system in the brain, which supposedly works in an abstract propositional manner. However, there is increasing evidence suggesting that language processing is strongly interrelated with sensorimotor processing. Evidence for such an interrelation is typically drawn from interactions between language and perception or action. In the current study, the effect of words that refer to entities in the world with a typical location (e.g., <i>sun</i>, <i>worm</i>) on the planning of saccadic eye movements was investigated. Participants had to perform a lexical decision task on visually presented words and non-words. They responded by moving their eyes to a target in an upper (lower) screen position for a word (non-word) or vice versa. Eye movements were faster to locations compatible with the word's referent in the real world. These results provide evidence for the importance of linguistic stimuli in directing eye movements, even if the words do not directly transfer directional information.</p> </div

Mean saccadic latencies.

<p>Filled circles represent the conditions in which participants responded with a downward eye movement to indicate that the stimulus was an existing German word; open circles show the saccadic latencies when participants responded with an upward eye movement. Error bars represent the 95% confidence intervals of the mean based on within-subject differences <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0056872#pone.0056872-Loftus1" target="_blank">[36]</a>.</p

Average scores on language tests, self-reported language contact/use, and socio-economic status of the language groups.

<p>Average scores on language tests, self-reported language contact/use, and socio-economic status of the language groups.</p

Descriptive information about class level, school type, and bilingualism [57] of our participants.

<p>Descriptive information about class level, school type, and bilingualism [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0193349#pone.0193349.ref057" target="_blank">57</a>] of our participants.</p