A great deal of research has focused on the question of whether or not concepts are embodied as a rule. Supporters of embodiment have pointed to studies that implicate affective and sensorimotor systems in cognitive tasks, while critics of embodiment have offered nonembodied explanations of these results and pointed to studies that implicate amodal systems. Abstract concepts have tended to be viewed as an important test case in this polemical debate. This essay argues that we need to move beyond a (...) pretheoretical notion of abstraction. Against the background of current research and theory, abstract concepts do not pose a single, unified problem for embodied cognition but, instead, three distinct problems: the problem of generalization, the problem of flexibility, and the problem of disembodiment. Identifying these problems provides a conceptual framework for critically evaluating, and perhaps improving upon, recent theoretical proposals. (shrink)

People can be taught to manipulate symbols according to formal mathematical and logical rules. Cognitive scientists have traditionally viewed this capacity—the capacity for symbolic reasoning—as grounded in the ability to internally represent numbers, logical relationships, and mathematical rules in an abstract, amodal fashion. We present an alternative view, portraying symbolic reasoning as a special kind of embodied reasoning in which arithmetic and logical formulae, externally represented as notations, serve as targets for powerful perceptual and sensorimotor systems. Although symbolic reasoning often (...) conforms to abstract mathematical principles, it is typically implemented by perceptual and sensorimotor engagement with concrete environmental structures. (shrink)

Traditionally, the language faculty was supposed to be a device that maps linguistic inputs to semantic or conceptual representations. These representations themselves were supposed to be distinct from the representations manipulated by the hearer’s perceptual and motor systems. Recently this view of language has been challenged by advocates of embodied cognition. Drawing on empirical studies of linguistic comprehension, they have proposed that the language faculty reuses the very representations and processes deployed in perceiving and acting. I review some of the (...) evidence and arguments in favor of the embodied view of language comprehension, and argue that none of it is conclusive. Moreover, the embodied view itself blurs two important distinctions: first, the distinction between linguistic comprehension and its typical consequences; and second, the distinction between representational content and vehicles. Given that these distinctions are well-motivated, we have good reason to reject the embodied view of linguistic understanding.Keywords: Language; Comprehension; Perception; Action; Embodied cognition; Representation. (shrink)

Recent theories of cognition have argued that embodied experience is important for conceptual processing. Embodiment can be contrasted with linguistic factors such as the typical order in which words appear in language. Here, we report four experiments that investigated the conditions under which embodiment and linguistic factors determine performance. Participants made speeded judgments about whether pairs of words or pictures were semantically related or had an iconic relationship. The embodiment factor was operationalized as the degree to which stimulus pairs were (...) presented in the spatial configurations in which they usually occur (i.e., an iconic configuration, e.g., attic presented above basement). The linguistic factor was operationalized as the frequency of the stimulus pairs in language. The embodiment factor predicted error rates and response time better for pictures, whereas the linguistic factor predicted error rates and response time better for words. These findings were modified by task, with the embodiment factor being strongest in iconicity judgments for pictures and the linguistic factor being strongest in semantic judgments for words. Both factors predicted error rates and response time for both semantic and iconicity judgments. These findings support the view that conceptual processing is both linguistic and embodied, with a bias for the embodiment or the linguistic factor depending on the nature of the task and the stimuli. (shrink)

Embodied agents use bodily actions and environmental interventions to make the world a better place to think in. Where does language fit into this emerging picture of the embodied, ecologically efficient agent? One useful way to approach this question is to consider language itself as a cognition-enhancing animal-built structure. To take this perspective is to view language as a kind of self-constructed cognitive niche: a persisting though never stationary material scaffolding whose critical role in promoting thought and reason remains surprisingly (...) ill-understood. It is the very materiality of this linguistic scaffolding, I suggest, that is responsible for some key benefits. By materializing thought in words, we create structures that are themselves proper objects of perception, manipulation, and thought. (shrink)

The idea that language shapes the way we think, often associated with Benjamin Whorf, has long been decried as not only wrong but also fundamentally wrong-headed. Yet, experimental evidence has reopened debate about the extent to which language influences nonlinguistic cognition, particularly in the domain of time. In this article, I will first analyze an influential argument against the Whorfian hypothesis and show that its anti-Whorfian conclusion is in part an artifact of conflating two distinct questions: Do we think in (...) language? and Does language shape thought? Next, I will discuss crosslinguistic differences in spatial metaphors for time and describe experiments that demonstrate corresponding differences in nonlinguistic mental representations. Finally, I will sketch a simple learning mechanism by which some linguistic relativity effects appear to arise. Although people may not think in language, speakers of different languages develop distinctive conceptual repertoires as a consequence of ordinary and presumably universal neural and cognitive processes. (shrink)

Concepts are the elementary units of reason and linguistic meaning. They are conventional and relatively stable. As such, they must somehow be the result of neural activity in the brain. The questions are: Where? and How? A common philosophical position is that all concepts—even concepts about action and perception—are symbolic and abstract, and therefore must be implemented outside the brain’s sensory-motor system. We will argue against this position using (1) neuroscientific evidence; (2) results from neural computation; and (3) results about (...) the nature of concepts from cognitive linguistics. We will propose that the sensory-motor system has the right kind of structure to characterise both sensory-motor and more abstract concepts. Central to this picture are the neural theory of language and the theory of cogs, according to which, brain structures in the sensory-motor regions are exploited to characterise the so-called “abstract” concepts that constitute the meanings of grammatical constructions and general inference patterns. (shrink)

This book explores how people's subjective, felt experiences of their bodies in action provide part of the fundamental grounding for human cognition and language. Cognition is what occurs when the body engages the physical and cultural world and must be studied in terms of the dynamical interactions between people and the environment. Human language and thought emerge from recurring patterns of embodied activity that constrain ongoing intelligent behavior. We must not assume cognition to be purely internal, symbolic, computational, and disembodied, (...) but seek out the gross and detailed ways that language and thought are inextricably shaped by embodied action. Embodiment and Cognitive Science describes the abundance of empirical evidence from many disciplines, including work on perception, concepts, imagery and reasoning, language and communication, cognitive development, and emotions and consciousness, that support the idea that the mind is embodied. (shrink)

The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them. In (...) this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language. (shrink)

I argue that we can reconcile two seemingly incompatible traditions for thinking about concepts. On the one hand, many cognitive scientists assume that the systematic redeployment of representational abilities suffices for having concepts. On the other hand, a long philosophical tradition maintains that language is necessary for genuinely conceptual thought. I argue that on a theoretically useful and empirically plausible concept of 'concept', it is necessary and sufficient for conceptual thought that a thinker be able to entertain many of the (...) potential thoughts produced by recombining her representational abilities apart from a direct confrontation with the states of affairs being represented. Such representational abilities support a cognitive engagement with the world that is flexible, abstract, and active. (shrink)

There has been much discussion recently about the scope and limits of purely symbolic models of the mind and about the proper role of connectionism in cognitive modeling. This paper describes the symbol grounding problem : How can the semantic interpretation of a formal symbol system be made intrinsic to the system, rather than just parasitic on the meanings in our heads? How can the meanings of the meaningless symbol tokens, manipulated solely on the basis of their shapes, be grounded (...) in anything but other meaningless symbols? The problem is analogous to trying to learn Chinese from a Chinese/Chinese dictionary alone. A candidate solution is sketched: Symbolic representations must be grounded bottom-up in nonsymbolic representations of two kinds: iconic representations, which are analogs of the proximal sensory projections of distal objects and events, and categorical representations, which are learned and innate feature-detectors that pick out the invariant features of object and event categories from their sensory projections. Elementary symbols are the names of these object and event categories, assigned on the basis of their categorical representations. Higher-order symbolic representations, grounded in these elementary symbols, consist of symbol strings describing category membership relations. Connectionism is one natural candidate for the mechanism that learns the invariant features underlying categorical representations, thereby connecting names to the proximal projections of the distal objects they stand for. In this way connectionism can be seen as a complementary component in a hybrid nonsymbolic/symbolic model of the mind, rather than a rival to purely symbolic modeling. Such a hybrid model would not have an autonomous symbolic module, however; the symbolic functions would emerge as an intrinsically dedicated symbol system as a consequence of the bottom-up grounding of categories ' names in their sensory representations. Symbol manipulation would be governed not just by the arbitrary shapes of the symbol tokens, but by the nonarbitrary shapes of the icons and category invariants in which they are grounded. (shrink)

Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the (...) brain capture bottom-up patterns of activation in sensory-motor areas. Later, in a top-down manner, association areas partially reactivate sensory-motor areas to implement perceptual symbols. The stor- age and reactivation of perceptual symbols operates at the level of perceptual components – not at the level of holistic perceptual expe- riences. Through the use of selective attention, schematic representations of perceptual components are extracted from experience and stored in memory (e.g., individual memories of green, purr, hot). As memories of the same component become organized around a com- mon frame, they implement a simulator that produces limitless simulations of the component (e.g., simulations of purr). Not only do such simulators develop for aspects of sensory experience, they also develop for aspects of proprioception (e.g., lift, run) and introspec- tion (e.g., compare, memory, happy, hungry). Once established, these simulators implement a basic conceptual system that represents types, supports categorization, and produces categorical inferences. These simulators further support productivity, propositions, and ab- stract concepts, thereby implementing a fully functional conceptual system. Productivity results from integrating simulators combinato- rially and recursively to produce complex simulations. Propositions result from binding simulators to perceived individuals to represent type-token relations. Abstract concepts are grounded in complex simulations of combined physical and introspective events. Thus, a per- ceptual theory of knowledge can implement a fully functional conceptual system while avoiding problems associated with amodal sym- bol systems. Implications for cognition, neuroscience, evolution, development, and artificial intelligence are explored. (shrink)

In Natural-Born Cyborgs, Clark argues that what makes humans so different from other species is our capacity to fully incorporate tools and supporting cultural ...

Reexamines the Western philosophical tradition, looking at the basic concepts of the mind, time, causation, morality, and the self.

This systematic investigation of computation and mental phenomena by a noted psychologist and computer scientist argues that cognition is a form of computation, that the semantic contents of mental states are encoded in the same general way as computer representations are encoded. It is a rich and sustained investigation of the assumptions underlying the directions cognitive science research is taking. 1 The Explanatory Vocabulary of Cognition 2 The Explanatory Role of Representations 3 The Relevance of Computation 4 The Psychological Reality (...) of Programs: Strong Equivalence 5 Constraining Functional Architecture 6 The Bridge from Physical to Symbolic: Transduction 7 Functional Architecture and Analogue Processes 8 Mental Imagery and Functional Architecture 9 Epilogue: What is Cognitive Science the Science of? (shrink)

This article examined the effects of body–object interaction (BOI) on semantic processing. BOI measures perceptions of the ease with which a human body can physically interact with a word's referent. In Experiment 1, BOI effects were examined in 2 semantic categorization tasks (SCT) in which participants decided if words are easily imageable. Responses were faster and more accurate for high BOI words (e.g., mask) than for low BOI words (e.g., ship). In Experiment 2, BOI effects were examined in a semantic (...) lexical decision task (SLDT), which taps both semantic feedback and semantic processing. The BOI effect was larger in the SLDT than in the SCT, suggesting that BOI facilitates both semantic feedback and semantic processing. The findings are consistent with the embodied cognition perspective (e.g., Barsalou's, 1999, Perceptual Symbols Theory), which proposes that sensorimotor interactions with the environment are incorporated in semantic knowledge. (shrink)

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 (...) claims and offered strong evidence for them. (shrink)

The idea that the language we speak influences the way we think has evoked perennial fascination and intense controversy. According to the strong version of this hypothesis, called the Sapir-Whorf hypothesis after the American linguists who propounded it, languages vary in their semantic partitioning of the world, and the structure of one’s language influences how one understands the world. Thus speakers of different languages perceive the world differently. Although the last two decades have been marked by extreme skepticism concerning the (...) possible effects of language on thought, recent theoretical and methodological advances in cognitive science have given the question new life. Research in linguistics and linguistic anthropology has revealed striking differences in cross-linguistic semantic patterns, and cognitive psychology has developed subtle techniques for studying how people represent and remember experience. It is now possible to test predictions about how a given language influences the thinking of its speakers. Language in Mind includes contributions from both skeptics and believers and from a range of fields. It contains work in cognitive psychology, cognitive development, linguistics, anthropology, and animal cognition. The topics discussed include space, number, motion, gender, theory of mind, thematic roles, and the ontological distinction between objects and substances. I Introduction 1 Whither Whorf 3 Dedre Gentner and Susan Goldin-Meadow II Position Statements 15 1 Languages and Representations 17 Eve V. Clark 2 Language and Mind: Let’s Get the Issues Straight! 25 Stephen C. Levinson 3 The Key Is Social Cognition 47 Michael Tomasello III Language as Lens: Does the Language We Acquire Influence How We See the World? 59 4 Sex, Syntax, and Semantics 61 Lera Boroditsky, Lauren A. Schmidt, and Webb Phillips 5 Speaking versus Thinking about Objects and Actions 81 Barbara C. Malt, Steven A. Sloman, and Silvia P. Gennari 6 The Effects of Spatial Language on Spatial Representation: Setting Some Boundaries 113 Edward Munnich and Barbara Landau 7 Language and Thought Online: Cognitive Consequences of Linguistic Relativity 157 Dan I. Slobin IV Language as Tool Kit: Does the Language We Acquire Augment Our Capacity for Higher-Order Representation and Reasoning? 193 8 Why We’re So Smart 195 Dedre Gentner 9 Does Language Help Animals Think? 237 Stan A. Kuczaj, II, and Jennifer L. Hendry 10 What Makes Us Smart? Core Knowledge and Natural Language 277 Elizabeth S. Spelke 11 Conceptual and Linguistic Factors in Inductive Projection: How Do Young Children Recognize Commonalities between Animals and Plants? 313 Kayoko Inagaki and Giyoo Hatano 12 Language for Thought: Coming to Understand False Beliefs 335 Jill G. de Villiers and Peter A. de Villiers V Language as Category Maker: Does the Language We Acquire Influence Where We Make Our Category Distinctions? 385 13 Space under Construction: Language-Specific Spatial Categorization in First Language Acquisition 387 Melissa Bowerman and Soonja Choi 14 Reevaluating Linguistic Relativity: Language-Specific Categories and the Role of Universal Ontological Knowledge in the Construal of Individuation 429 Mutsumi Imai and Reiko Mazuka 15 Interaction of Language Type and Referent Type in the Development of Nonverbal Classification Preferences 465 John A. Lucy and Suzanne Gaskins 16 Thought before Language: Do We Think Ergative? 493 Susan Goldin-Meadow. (shrink)

Recently, there has been a great deal of interest in the idea that natural language enhances and extends our cognitive capabilities. Supporters of embodied cognition have been particularly interested in the way in which language may provide a solution to the problem of abstract concepts. Toward this end, some have emphasized the way in which language may act as form of cognitive scaffolding and others have emphasized the potential importance of language-based distributional information. This essay defends a version of the (...) cognitive enhancement thesis that integrates and builds on both of these proposals. I argue that the embodied representations associated with language processing serve as a supplementary medium for conceptual processing. The acquisition of a natural language provides a means of extending our cognitive reach by giving us access to an internalized combinatorial symbol system that augments and supports the context-sensitive embodied representational systems that exist independently of language. (shrink)

In Furnishing the Mind, Jesse Prinz attempts to swing the pendulum back toward empiricism.

Given that Pickering & Garrod's (P&G's) account integrates language production and comprehension, it is reasonable to ask whether it is compatible with embodied cognition. I argue that its dependence on rich intermediate representations of linguistic structure excludes embodiment. Two options are available to supporters of embodied cognition: They can adopt a more liberal notion of embodiment or they can attempt to replace these intermediate representations with robustly embodied ones. Both of these options face challenges.

Recent evidence from cognitive neuroscience suggests that certain cognitive processes employ perceptual representations. Inspired by this evidence, a few researchers have proposed that cognition is inherently perceptual. They have developed an innovative theoretical approach that rests on the notion of perceptual simulation and marshaled several general arguments supporting the centrality of perceptual representations to concepts. In this article, I identify a number of weaknesses in these arguments and defend a multiple semantic code approach that posits both perceptual and non-perceptual representations.

Many animals can be trained to perform novel tasks. People, too, can be trained, but sometime in early childhood people transition from being trainable to something qualitatively more powerful—being programmable. We argue that such programmability constitutes a leap in the way that organisms learn, interact, and transmit knowledge, and that what facilitates or enables this programmability is the learning and use of language. We then examine how language programs the mind and argue that it does so through the manipulation of (...) embodied, sensorimotor representations. The role language plays in controlling mental representations offers important insights for understanding its origin and evolution. (shrink)

The literature contains a disconnect between accounts of how humans learn lexical semantic representations for words. Theories generally propose that lexical semantics are learned either through perceptual experience or through exposure to regularities in language. We propose here a model to integrate these two information sources. Specifically, the model uses the global structure of memory to exploit the redundancy between language and perception in order to generate inferred perceptual representations for words with which the model has no perceptual experience. We (...) test the model on a variety of different datasets from grounded cognition experiments and demonstrate that this diverse set of results can be explained as perceptual simulation (cf. Barsalou, Simmons, Barbey, & Wilson, 2003) within a global memory model. (shrink)