Getting a grip on sensorimotor effects in lexical-semantic processing.

One of the strategies that researchers have used to investigate the role of sensorimotor information in lexical-semantic processing is to examine the effects of words' rated body-object interaction (BOI; i.e., the ease with which the human body can interact with a word's referent). Processing tends to be facilitated for words with high as compared with low BOI, across a wide variety of tasks. Such effects have been referenced in debates over the nature of semantic representations, but their theoretical import has been limited by the fact that BOI is a fairly coarse measure of sensorimotor experience with words' referents. In the present study, we collected ratings for 621 words on seven semantic dimensions (graspability, ease of pantomime, number of actions, animacy, size, danger, and usefulness), in order to investigate which attributes are most strongly related to BOI ratings and to lexical-semantic processing. BOI ratings were obtained from previous norming studies (Bennett, Burnett, Siakaluk, & Pexman in Behavior Research Methods, 43, 1100-1109, 2011; Tillotson, Siakaluk, & Pexman in Behavior Research Methods, 40, 1075-1078, 2008), and measures of lexical-semantic processing were obtained from previous behavioral megastudies involving either the semantic categorization task (concrete/abstract decision; Pexman, Heard, Lloyd, & Yap in Behavior Research Methods, 49, 407-417, 2017) or the lexical decision task (Balota et al., Behavior Research Methods, 39, 445-459, 2007). The results showed that the motor dimensions of graspability, ease of pantomime, and number of actions were all related to BOI, and that these dimensions together explained more variance in semantic processing than did the BOI ratings alone. These ratings will be useful for researchers who wish to study how different kinds of bodily interactions influence lexical-semantic processing and cognition.

The Calgary semantic decision project: concrete/abstract decision data for 10,000 English words.

Psycholinguistic research has been advanced by the development of word recognition megastudies. For instance, the English Lexicon Project (Balota et al., 2007) provides researchers with access to naming and lexical-decision latencies for over 40,000 words. In the present work, we extended the megastudy approach to a task that emphasizes semantic processing. Using a concrete/abstract semantic decision (i.e., does the word refer to something concrete or abstract?), we collected decision latencies and accuracy rates for 10,000 English words. The stimuli were concrete and abstract words selected from Brysbaert, Warriner, and Kuperman's (2013) comprehensive list of concreteness ratings. In total, 321 participants provided responses to 1,000 words each. Whereas semantic effects tend to be quite modest in naming and lexical decision studies, analyses of the concrete/abstract semantic decision responses show that a substantial proportion of variance can be explained by semantic variables. The item-level and trial-level data will be useful for other researchers interested in the semantic processing of concrete and abstract words.

Is More Always Better for Verbs? Semantic Richness Effects and Verb Meaning.

We examined how several semantic richness variables contribute to verb meaning, across a number of tasks. Because verbs can vary in tense, and the manner in which tense is coded (i.e., regularity), we also examined how these factors moderated the effects of semantic richness. In Experiment 1 we found that age of acquisition (AoA), valence, arousal and embodiment predicted faster response times in LDT. In Experiment 2 we examined a particular semantic richness variable, verb embodiment, and found that it was moderated by tense and regularity. In Experiment 3a we found that AoA predicted faster response times in verb reading. Finally, in Experiment 3b, semantic diversity predicted response times in a past tense generation task, either facilitating or inhibiting responses for regular or irregular verbs, respectively. These results demonstrate that semantic richness variables contribute to verb meaning even when verbs are presented in isolation, and that these effects depend on several factors unique to verbs.

Time course of action representations evoked during sentence comprehension.

The nature of hand-action representations evoked during language comprehension was investigated using a variant of the visual-world paradigm in which eye fixations were monitored while subjects viewed a screen displaying four hand postures and listened to sentences describing an actor using or lifting a manipulable object. Displayed postures were related to either a functional (using) or volumetric (lifting) interaction with an object that matched or did not match the object mentioned in the sentence. Subjects were instructed to select the hand posture that matched the action described in the sentence. Even before the manipulable object was mentioned in the sentence, some sentence contexts allowed subjects to infer the object's identity and the type of action performed with it and eye fixations immediately favored the corresponding hand posture. This effect was assumed to be the result of ongoing motor or perceptual imagery in which the action described in the sentence was mentally simulated. In addition, the hand posture related to the manipulable object mentioned in a sentence, but not related to the described action (e.g., a writing posture in the context of a sentence that describes lifting, but not using, a pencil), was favored over other hand postures not related to the object. This effect was attributed to motor resonance arising from conceptual processing of the manipulable object, without regard to the remainder of the sentence context.

When a child says 'no': experiences of nurses working with children having invasive procedures.

UNLABELLED: Experiencing invasive medical procedures can be a devastating experience for some children and their parents. The potential impact on staff who perform the procedure and who may have to restrain the child who is unwilling to have an essential procedure is a neglected area of research. Children's distress and their coping are affected by those around them so it is important to understand how nurses react in these situations. AIM: To explore the experiences of nursing staff involved in facilitating invasive procedures for children who do not want them. METHOD: Participants were selected at random from staff lists of one hospital in the West Midlands. Data collection was undertaken using unstructured qualitative interviews with ten paediatric nurses and in two focus groups. Theories generated from each interview were tested and validated with participants in subsequent interviews and then in the focus groups. FINDINGS: The most common experiences reported by the participants were 'getting upset' and 'getting stressed' by some aspect of the medical procedure, either because the child or parents became upset or the procedure had gone wrong in some way. Procedural protocols that exist to protect children, for example, by limiting the number of unsuccessful attempts to undertake the procedure, also protect staff by providing a framework to manage emotions during the procedure. Being able to explain the process and need for the procedure to the child and parents, obtaining consent where possible for the use of certain techniques, such as restraint, and having the time to adequately prepare a child for a procedure, all helped minimise the likelihood of an unsuccessful procedure, thereby reducing the risk of the nurse being emotionally affected by a distressed child. CONCLUSION: Nurses working with children who are unwilling to undergo invasive procedures experience negative emotions but these are short lived due to a combination of protective factors and coping strategies. Further research is needed to understand the experiences of medical staff and of nurses working outside paediatric environments who may not experience the same support and protection as those in paediatric settings.