scholarly journals Imageability, familiarity, and age of acquisition ratings for Arabic abstract nouns, abstract verbs and adjectives

2018 ◽  
Vol 13 (3) ◽  
pp. 354-387 ◽  
Author(s):  
Tariq Khwaileh ◽  
Eiman Mustafawi ◽  
David Howard ◽  
Ruth Herbert
Keyword(s):  
Language Use ◽  
Age Of Acquisition ◽  
Arabic Language ◽  
Equal Importance ◽  
Abstract Nouns ◽  
Abstract Words ◽  
Abstract Verbs ◽  
Concrete Concepts ◽  
Naming Tasks ◽  
Concrete Words

Abstract To date, normative psycholinguistics research has mainly focused on establishing norms for producing databases for concrete words using standardized pictures, while abstract words have been subject to much less attention. Understandably, the fact that the first can be represented visually helps in formulating picture-naming tasks to elicit verbal identification for pictures representing nouns and verbs, which greatly contributes to language experiments in both theoretical and clinical studies. The present study argues for the equal importance of studies that aim to develop databases for abstract words, as language use is not restricted to picturable/concrete concepts. We provide norms for a set of 165 abstract nouns, 56 abstract verbs and 109 abstract adjectives, collected from healthy speakers of Arabic. Using rating tasks, norms for imageability, age of acquisition, and familiarity are established. Linguistic factors such as syllable length and phoneme length are also accounted for. We also include orthographic frequency values (extracted from AraLex; Boudelaa and Marslen-Wilson, 2010). The norms for the processing of abstract words collected in the current study present a valuable resource for researchers and clinicians working with speakers of Arabic. To the best of our knowledge, this is the first dataset of abstract words for the Arabic language.

scholarly journals An ALE meta-analytical review of the neural correlates of abstract and concrete words

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Madalina Bucur ◽  
Costanza Papagno
Keyword(s):  
Clinical Studies ◽  
Meta Analysis ◽  
Neural Correlates ◽  
Abstract Nouns ◽  
Neuroimaging Data ◽  
Analytical Review ◽  
Abstract Words ◽  
Concrete Concepts ◽  
The Brain ◽  
Concrete Words

AbstractSeveral clinical studies have reported a double dissociation between abstract and concrete concepts, suggesting that they are processed by at least partly different networks in the brain. However, neuroimaging data seem not in line with neuropsychological reports. Using the ALE method, we run a meta-analysis on 32 brain-activation imaging studies that considered only nouns and verbs. Five clusters were associated with concrete words, four clusters with abstract words. When only nouns were selected three left activation clusters were found to be associated with concrete stimuli and only one with abstract nouns (left IFG). These results confirm that concrete and abstract words processing involves at least partially segregated brain areas, the IFG being relevant for abstract nouns and verbs while more posterior temporoparietal-occipital regions seem to be crucial for processing concrete words, in contrast with the neuropsychological literature that suggests a temporal anterior involvement for concrete words. We investigated the possible reasons that produce different outcomes in neuroimaging and clinical studies.

The different representational frameworks underpinning abstract and concrete knowledge: Evidence from odd-one-out judgements

2009 ◽  
Vol 62 (7) ◽  
pp. 1377-1390 ◽  
Author(s):  
Sebastian J. Crutch ◽  
Sarah Connell ◽  
Elizabeth K. Warrington
Keyword(s):  
Concrete Word ◽  
Cognitive Tasks ◽  
Research Participants ◽  
Semantic Associations ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Normal Cognition ◽  
Neuropsychological Investigations ◽  
Concrete Words

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.

Imaginal, Semantic, and Surface-Level Processing of Concrete and Abstract Words: An Electrophysiological Investigation

2000 ◽  
Vol 12 (6) ◽  
pp. 1024-1037 ◽  
Author(s):  
W. Caroline West ◽  
Phillip J. Holcomb
Keyword(s):  
Cognitive Processing ◽  
Mental Imagery ◽  
Semantic Processing ◽  
Surface Characteristics ◽  
Imagery Task ◽  
Cognitive Operations ◽  
Semantic Decision ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Concrete Words

Words representing concrete concepts are processed more quickly and efficiently than words representing abstract concepts. Concreteness effects have also been observed in studies using event-related brain potentials (ERPs). The aim of this study was to examine concrete and abstract words using both reaction time (RT) and ERP measurements to determine (1) at what point in the stream of cognitive processing concreteness effects emerge and (2) how different types of cognitive operations influence these concreteness effects. Three groups of subjects performed a sentence verification task in which the final word of each sentence was concrete or abstract. For each group the truthfulness judgment required either (1) image generation, (2) a semantic decision, or (3) evaluation of surface characteristics. Concrete and abstract words produced similar RTs and ERPs in the surface task, suggesting that postlexical semantic processing is necessary to elicit concreteness effects. In both the semantic and imagery tasks, RTs were shorter for concrete than for abstract words. This difference was greatest in the imagery task. Also, in both of these tasks concrete words elicited more negative ERPs than abstract words between 300 and 550 msec (N400). This effect was widespread across the scalp and may reflect activation in a linguistic semantic system common to both concrete and abstract words. ERPs were also more negative for concrete than abstract words between 550 and 800 msec. This effect was more frontally distributed and was most evident in the imagery task. We propose that this later anterior effect represents a distinct ERP component (N700) that is sensitive to the use of mental imagery. The N700 may reflect the access of specific characteristics of the imaged item or activation in a working memory system specific to mental imagery. These results also support the extended dual-coding hypothesis that superior associative connections and the use of mental imagery both contribute to processing advantages for concrete words over abstract words.

The Anatomical Correlates of Abstract and Concrete Words: A meta-analytical review of whole-brain imaging studies

2021 ◽  
Author(s):  
Madalina Bucur ◽  
Costanza Papagno
Keyword(s):  
Word Processing ◽  
Abstract Word ◽  
Imaging Studies ◽  
Middle Temporal ◽  
Abstract Nouns ◽  
Neuroimaging Data ◽  
Analytical Review ◽  
Abstract Words ◽  
Meta Analyses ◽  
Concrete Words

Abstract Several studies have investigated how abstract and concrete concepts are processed in the brain, but data are controversial, in particular neuroimaging data contrast with clinical neuropsychological observations. A possible explanation could be that previous meta-analyses considered different types of stimuli (nouns, verbs, literal and figurative sentences). Using the ALE method, we meta-analyzed 32 brain-activation imaging studies that considered only words (nouns and verbs). Five clusters were associated with concrete words (the left superior occipital, middle temporal, parahippocampal and bilateral posterior cingulate, angular, and precuneus gyri); four clusters were associated with abstract words (left IFG, superior, and middle temporal gyri). When only nouns were considered three left activation clusters were associated with concrete stimuli and only one with abstract nouns (left IFG). These results confirm that concrete and abstract word processing involves at least partially segregated brain areas, the IFG being relevant for abstract nouns and verbs while more posterior temporo-parieto-occipital regions seem to be crucial for concrete words.

scholarly journals Learning and Using Abstract Words: Evidence from Clinical Populations

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Maria Luisa Lorusso ◽  
Michele Burigo ◽  
Alessandro Tavano ◽  
Anna Milani ◽  
Sara Martelli ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Cognitive Profile ◽  
Typically Developing ◽  
Abstract Concepts ◽  
Visual Spatial ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Concrete Words

It has been shown that abstract concepts are more difficult to process and are acquired later than concrete concepts. We analysed the percentage of concrete words in the narrative lexicon of individuals with Williams Syndrome (WS) as compared to individuals with Down Syndrome (DS) and typically developing (TD) peers. The cognitive profile of WS is characterized by visual-spatial difficulties, while DS presents with predominant impairments in linguistic abilities. We predicted that if linguistic abilities are crucial to the development and use of an abstract vocabulary, DS participants should display a higher concreteness index than both Williams Syndrome and typically developing individuals. Results confirm this prediction, thus supporting the hypothesis of a crucial role of linguistic processes in abstract language acquisition. Correlation analyses suggest that a maturational link exists between the level of abstractness in narrative production and syntactic comprehension.

scholarly journals Emotion and concreteness effects when learning novel concepts in the native language

2021 ◽  
Vol 42 (2) ◽  
pp. 177-191
Author(s):  
Marc Guasch ◽  
Pilar Ferré
Keyword(s):  
Native Language ◽  
Recognition Task ◽  
Intentional Learning ◽  
The Novel ◽  
Abstract Concepts ◽  
Word Forms ◽  
Abstract Words ◽  
Concrete Concepts ◽  
Concrete Words ◽  
Better Than

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).

Abstract Semantic Associative Network Training: A Replication and Update of an Abstract Word Retrieval Therapy Program

2020 ◽  
Vol 29 (3) ◽  
pp. 1574-1595
Author(s):  
Chaleece W. Sandberg ◽  
Teresa Gray
Keyword(s):  
Concrete Word ◽  
Abstract Word ◽  
Distinct Pattern ◽  
Word Retrieval ◽  
Effect Sizes ◽  
Associative Network ◽  
Direct Training ◽  
Network Training ◽  
Abstract Words ◽  
Concrete Words

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.

Effects of Context on Processing Emotionally Neutral Abstract and Concrete Concepts

2016 ◽  
Vol 44 (7) ◽  
pp. 1191-1200 ◽  
Author(s):  
Liusheng Wang ◽  
Hongmei Qiu ◽  
Jianjun Yin
Keyword(s):  
College Students ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Emotional Valence ◽  
Decision Task ◽  
Abstract Concepts ◽  
Context Condition ◽  
Word Context ◽  
Concrete Concepts ◽  
Concrete Words

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.

scholarly journals Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words

2009 ◽  
Vol 21 (11) ◽  
pp. 2154-2171 ◽  
Author(s):  
Anna Mestres-Missé ◽  
Thomas F. Münte ◽  
Antoni Rodriguez-Fornells
Keyword(s):  
Native Speakers ◽  
Brain Regions ◽  
Functional Neuroanatomy ◽  
Linguistic Context ◽  
Abstract Concepts ◽  
New Words ◽  
Simulation Paradigm ◽  
Abstract Words ◽  
The Brain ◽  
Concrete Words

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.

Emotional Values of Words: Relations with Concreteness and Vividness of Imagery

1989 ◽  
Vol 69 (2) ◽  
pp. 495-498 ◽  
Author(s):  
Alfredo Campos
Keyword(s):  
Positive Correlation ◽  
Affective Stimuli ◽  
Abstract Words ◽  
Concrete Words

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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