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  1. Metaphors we learn by: Directed motor action improves word learning.Daniel Casasanto & Angela de Bruin - 2019 - Cognition 182 (C):177-183.
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  • Putting Everything in Context.Lauren A. M. Lebois, Christine D. Wilson-Mendenhall & Lawrence W. Barsalou - 2015 - Cognitive Science 39 (8):1987-1995.
    In response to Casasanto, Brookshire, and Ivry, we address four points: First, we engaged in conceptual replications of Brookshire, Casasanto, and Ivry, not direct replications. Second, we did not question the validity of Brookshire et al.'s results, nor the similar findings of other researchers, but instead explained divergent findings within an integrated theoretical framework. Third, challenges to the construct of automaticity, including ours, were widespread, long before Brookshire et al.'s article. Fourth, the planned comparisons that we reported tested our theoretical (...)
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  • Language and embodiment—Or the cognitive benefits of abstract representations.Nikola A. Kompa - 2019 - Mind and Language 36 (1):27-47.
    Cognition, it is often heard nowadays, is embodied. My concern is with embodied accounts of language comprehension. First, the basic idea will be outlined and some of the evidence that has been put forward in their favor will be examined. Second, their empiricist heritage and their conception of abstract ideas will be discussed. Third, an objection will be raised according to which embodied accounts underestimate the cognitive functions language fulfills. The remainder of the paper will be devoted to arguing for (...)
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