Simulating sensorimotor metaphors: Novel metaphors influence sensory judgments |
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| Affiliation: | 1. Department of Psychology, Tufts University, Medford, MA, United States;2. Department of Psychology, Stanford University, Stanford, CA, United States;1. ImpAct Team, Lyon Neuroscience Research Center, INSERM U1028, CNRS UMR5292, 69000 Lyon, France;2. University of Lyon, 69000 Lyon, France;3. Hospices Civils de Lyon, Hôpital Neurologique, Mouvement et Handicap & Neuro-immersion, Lyon, France;4. The Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada;5. Aging Research Center, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, 11330 Stockholm, Sweden;6. Department of Statistical Sciences, University of Padua, Italy;7. Laboratoire Dynamique Du Langage, CNRS UMR5596, Lyon, France;1. Center for Language and Brain Sciences, Sichuan International Studies University, Chongqing, China;2. Graduate School of Sichuan International Studies University, Chongqing, China;1. C2S Laboratory (Cognition, Health, Society) (EA6291), University of Reims Champagne-Ardenne, Reims, France;2. Adult Psychiatry Department, Robert Debré Hospital, Reims University Hospital, Reims, France;1. University of Glasgow, School of Psychology, Glasgow, UK;2. Netherlands Institute for Neuroscience, Amsterdam, The Netherlands |
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| Abstract: | Embodied cognition theory proposes that individuals’ abstract concepts can be associated with sensorimotor processes. The authors examined the effects of teaching participants novel embodied metaphors, not based in prior physical experience, and found evidence suggesting that they lead to embodied simulation, suggesting refinements to current models of embodied cognition. Creating novel embodiments of abstract concepts in the laboratory may be a useful method for examining mechanisms of embodied cognition. |
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| Keywords: | Embodied cognition Metaphor Learning Simulation |
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