ArticleFrontiers in psychology2015
Neural correlates of visualizations of concrete and abstract words in preschool children: a developmental embodied approach.
Article in Frontiers in psychology, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed, 30 citations in OpenAlex.
- Improving oral health communication in paediatric dentistry using intraoral scanners: a multicentre pilot study.European archives of paediatric dentistry : official journal of the European Academy of Paediatric Dentistry · 2026Trial
- The role of vocabulary concreteness in modulating embodied semantic representations in learners of Chinese as a foreign language.Frontiers in psychology · 2026Article
- Action channel switching costs in the comprehension of concrete and abstract mandarin verbs.Frontiers in psychology · 2026Article
- Constructing a norm for children's scientific drawing: Distribution features based on semantic similarity of large language models.Biology methods & protocols · 2025Article
- More Evidence That Ensemble Music Training Influences Children's Neurobehavioral Correlates of Auditory Executive Attention.Brain sciences · 2023Article
- Multidisciplinary Intersections on Artificial-Human Vividness: Phenomenology, Representation, and the Brain.Brain sciences · 2022Review
- Ultimate Grounding of Abstract Concepts: A Graded Account.Journal of cognition · 2022Article
- Evaluating Preschool Visual Attentional Selective-Set: Preliminary ERP Modeling and Simulation of Target Enhancement Homology.Brain sciences · 2020Article
- Effects of Emotional Valence and Concreteness on Children's Recognition Memory.Frontiers in psychology · 2020Article
- Individual Differences in Performance Speed Are Associated With a Positivity/Negativity Bias. An ERP and Behavioral Study.Frontiers in behavioral neuroscience · 2020Article
- Retooling Computational Techniques for EEG-Based Neurocognitive Modeling of Children's Data, Validity and Prospects for Learning and Education.Frontiers in computational neuroscience · 2019Article
- The Role of Motion Concepts in Understanding Non-Motion Concepts.Behavioral sciences (Basel, Switzerland) · 2017Article
- Pictograms to Provide a Better Understanding of Gastroesophageal Reflux Symptoms in Chinese Subjects.Gastroenterology research and practice · 2017Article
- Age of Acquisition Effects on Word Processing for Chinese Native Learners' English: ERP Evidence for the Arbitrary Mapping Hypothesis.Frontiers in psychology · 2017Article
- Origins and Evolution of Imagination, From Australopithecus to Modern-Day Deep Learning.Wiley interdisciplinary reviews. Cognitive scienceReview
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The neural correlates of visualization underlying word comprehension were examined in preschool children. On each trial, a concrete or abstract word was delivered binaurally (part 1: post-auditory visualization), followed by a four-picture array (a target plus three distractors; part 2: matching visualization). Children were to select the picture matching the word they heard in part 1. Event-related potentials (ERPs) locked to each stimulus presentation and task interval were averaged over sets of trials of increasing word abstractness. ERP time-course during both parts of the task showed that early activity (i.e., <300 ms) was predominant in response to concrete words, while activity in response to abstract words became evident only at intermediate (i.e., 300-699 ms) and late (i.e., 700-1000 ms) ERP intervals. Specifically, ERP topography showed that while early activity during post-auditory visualization was linked to left temporo-parietal areas for concrete words, early activity during matching visualization occurred mostly in occipito-parietal areas for concrete words, but more anteriorly in centro-parietal areas for abstract words. In intermediate ERPs, post-auditory visualization coincided with parieto-occipital and parieto-frontal activity in response to both concrete and abstract words, while in matching visualization a parieto-central activity was common to both types of words. In the late ERPs for both types of words, the post-auditory visualization involved right-hemispheric activity following a "post-anterior" pathway sequence: occipital, parietal, and temporal areas; conversely, matching visualization involved left-hemispheric activity following an "ant-posterior" pathway sequence: frontal, temporal, parietal, and occipital areas. These results suggest that, similarly, for concrete and abstract words, meaning in young children depends on variably complex visualization processes integrating visuo-auditory experiences and supramodal embodying representations.
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