Grasping Variance in Word Norms: Individual Differences in Motor Imagery and Semantic Ratings.

Word norming datasets have become an important resource for psycholinguistic research, and they are based on the underlying assumption that individual differences are inconsequential to the measurement of semantic dimensions. In this pre-registered study we tested this assumption by examining whether individual differences in motor imagery are related to variance in semantic ratings. We collected graspability ratings (i.

Incorporating individual differences into a mechanistic embodied cognitive neuroscience.

The review article proposes that the embodied cognition framework can be applied to develop mechanistic explanations for cognitive neuroscience phenomena. In our commentary we argue that any mechanistic explanation of such phenomena must be able to account for individual differences in cognition that are an inevitable consequence of the varied brain-body-environment experiences that comprise embodied cognition. We propose that, while mechanistic accounts may be able to model individual differences, the definition of mechanistic models may limit their application to the study of individual differences.

The role of emotion in acquisition of verb meaning.

Children's earliest acquired words are often learned through sensorimotor experience, but it is less clear how children learn the meaning of concepts whose referents are less associated with sensorimotor experience. The Affective Embodiment Account postulates that children use emotional experience to learn more abstract word meanings. There is mixed evidence for this account; analyses using mega-study datasets suggest that negative or positively valenced abstract words are learned earlier than emotionally neutral abstract words, yet the relationship between sensorimotor experience and valence is inconsistent across different methods of operationalising sensorimotor experience.

Mapping semantic space: Exploring the higher-order structure of word meaning.

Multiple representation theories posit that concepts are represented via a combination of properties derived from sensorimotor, affective, and linguistic experiences. Recently, it has been proposed that information derived from social experience, or socialness, represents another key aspect of conceptual representation. How these various dimensions interact to form a coherent conceptual space has yet to be fully explored.