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  1. Content Differences for Abstract and Concrete Concepts.Katja Katja Wiemer-Hastings & Xu Xu - 2005 - Cognitive Science 29 (5):719-736.
    Concept properties are an integral part of theories of conceptual representation and processing. To date, little is known about conceptual properties of abstract concepts, such as idea. This experiment systematically compared the content of 18 abstract and 18 concrete concepts, using a feature generation task. Thirty‐one participants listed characteristics of the concepts (i.e., item properties) or their relevant context (i.e., context properties). Abstract concepts had significantly fewer intrinsic item properties and more properties expressing subjective experiences than concrete concepts. Situation components (...)
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  • What memory is for: Creating meaning in the service of action.Arthur M. Glenberg - 1997 - Behavioral and Brain Sciences 20 (1):1-19.
    I address the commentators' calls for clarification of theoretical terms, discussion of similarities to other proposals, and extension of the ideas. In doing so, I keep the focus on the purpose of memory: enabling the organism to make sense of its environment so that it can take action appropriate to constraints resulting from the physical, personal, social, and cultural situations.
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  • Simulating an enactment effect: Pronouns guide action simulation during narrative comprehension.Tali Ditman, Tad T. Brunyé, Caroline R. Mahoney & Holly A. Taylor - 2010 - Cognition 115 (1):172-178.
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  • Representing object colour in language comprehension.Louise Connell - 2007 - Cognition 102 (3):476-485.
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  • Motor activation in literal and non-literal sentences: does time matter?Cristina Cacciari & Francesca Pesciarelli - 2013 - Frontiers in Human Neuroscience 7.
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  • Evocation of functional and volumetric gestural knowledge by objects and words.Daniel N. Bub, Michael E. J. Masson & George S. Cree - 2008 - Cognition 106 (1):27-58.
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  • Transitivity, Space, and Hand: The Spatial Grounding of Syntax.Timothy W. Boiteau & Amit Almor - 2017 - Cognitive Science 41 (4):848-891.
    Previous research has linked the concept of number and other ordinal series to space via a spatially oriented mental number line. In addition, it has been shown that in visual scene recognition and production, speakers of a language with a left-to-right orthography respond faster to and tend to draw images in which the agent of an action is located to the left of the patient. In this study, we aim to bridge these two lines of research by employing a novel (...)
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  • The neurobiology of semantic memory.Jeffrey R. Binder & Rutvik H. Desai - 2011 - Trends in Cognitive Sciences 15 (11):527-536.
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  • Words in the brain's language. PulvermÜ & Friedemann Ller - 1999 - Behavioral and Brain Sciences 22 (2):253-279.
    If the cortex is an associative memory, strongly connected cell assemblies will form when neurons in different cortical areas are frequently active at the same time. The cortical distributions of these assemblies must be a consequence of where in the cortex correlated neuronal activity occurred during learning. An assembly can be considered a functional unit exhibiting activity states such as full activation (“ignition”) after appropriate sensory stimulation (possibly related to perception) and continuous reverberation of excitation within the assembly (a putative (...)
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