Language knowledge and event knowledge in language use |
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| Institution: | 1. Department of Psychology, University of New Mexico, Albuquerque, NM, USA;2. The Mind Research Network, Albuquerque, NM, USA;3. MGH/MIT/HMS Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, USA;4. Department of Child and Adolescent Psychiatry, University Hospital Carl Gustav Carus, Dresden, Germany;5. Dresden University of Technology, Dresden, Germany;6. Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA;7. Dept. of Psychology, Georgia State University, Atlanta, GA, USA;8. Neuroscience Institute, Georgia State University, Atlanta, GA, USA;9. Department of Electrical and Computer Engineering, University of New Mexico, Albuquerque, NM, USA;10. Department of Psychiatry, University of Minnesota, Minneapolis, MN, USA;11. Department of Psychiatry, Carver College of Medicine, University of Iowa, Iowa City, IA, USA;12. Department of Psychiatry, University of New Mexico, Albuquerque, NM, USA;13. Minneapolis Veterans Administration Health Care System, Minneapolis, MN, USA;14. Department of Molecular Biology, Cell Biology and Biochemistry, Laboratory for Molecular Medicine, Brown University, Providence, RI, USA;1. Wolfson Brain Imaging Centre, University of Cambridge, Cambridge, United Kingdom;2. Behavioural and Clinical Neuroscience Institute, University of Cambridge, Cambridge, United Kingdom |
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| Abstract: | This paper examines how semantic knowledge is used in language comprehension and in making judgments about events in the world. We contrast knowledge gleaned from prior language experience (“language knowledge”) and knowledge coming from prior experience with the world (“world knowledge”). In two corpus analyses, we show that previous research linking verb aspect and event representations have confounded language and world knowledge. Then, using carefully chosen stimuli that remove this confound, we performed four experiments that manipulated the degree to which language knowledge or world knowledge should be salient and relevant to performing a task, finding in each case that participants use the type of knowledge most appropriate to the task. These results provide evidence for a highly context-sensitive and interactionist perspective on how semantic knowledge is represented and used during language processing. |
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| Keywords: | Language comprehension Language production Semantic memory Word meaning Event representation |
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