ArticleJournal of Intelligence2025
When the Past Is Backward and the Future Is Forward: An Embodied Cognition Intervention in Preschoolers with Developmental Language Disorder.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
This quasi-experimental study investigates the impact of an embodied intervention on the semantics of transitive verbs in children with Developmental Language Disorder (DLD), grounded in the "TIME IS SPACE" conceptual metaphor-where the future is mapped as forward and the past as backward. The intervention involved a pretest and a posttest design, using the induced plasticity technique to saturate motor areas through repetitive arm movements (either forward or backward). Then, we determined the influence of this saturation on the auditory comprehension of past- and future-tense sentences. Fifty-seven children (ages 5 years and 6 months to 6 years and 9 months) participated in the experiment. Participants were divided into four groups: two groups of children with DLD-14 Chilean students from speech therapy institutions who received the intervention and 15 who did not-and two groups of chronologically matched typically developing (TD) peers, with 14 children in each intervention condition. The hypothesis proposed that a psychoeducational intervention would enhance the comprehension of time-space conceptual metaphors in children with DLD, reflected by greater interference effects (higher RTs and lower ARs in matching vs. mismatching conditions). A 2 × 2 × 2 × 2 × 2 mixed ANOVA was used to identify significant differences in reaction times and accuracy rates. Results showed significant differences in the posttest for the DLD group with intervention versus the same group without intervention, particularly in the semantics of future tense with forward motion. Furthermore, the study found that the impact of the intervention depended on the level of narrative discourse comprehension. These findings suggest that embodied interventions leveraging metaphorical mappings of time and space can enhance verb tense comprehension, particularly in preschoolers with narrative comprehension challenges.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.