Language processing is influenced by sensorimotor experiences. Here, we review behavioral evidence for embodied and grounded influences in language processing across six linguistic levels of granularity. We examine (a) sub-word features, discussing grounded influences on iconicity (systematic associations between word form and meaning); (b) words, discussing boundary conditions and generalizations for the simulation of color, sensory modality, and spatial position; (c) sentences, discussing boundary conditions and applications of action direction simulation; (d) texts, discussing how the teaching of simulation can improve comprehension in beginning readers; (e) conversations, discussing how multi-modal cues improve turn taking and alignment; and (f) text corpora, discussing how distributional semantic models can reveal how grounded and embodied knowledge is encoded in texts. These approaches are converging on a convincing account of the psychology of language, but at the same time, there are important criticisms of the embodied approach and of specific experimental paradigms. The surest way forward requires the adoption of a wide array of scientific methods. By providing complimentary evidence, a combination of multiple methods on various levels of granularity can help us gain a more complete understanding of the role of embodiment and grounding in language processing.

Estudio Psicométrico del Cuestionario de Capacidades y Dificultades (SDQ) para Niños de 2 a 4 Años en Uruguay Psychometric Study of the Strengths and Difficulties Questionnaire (SDQ) for Children from 2 to 4 Years of Age in Uruguay Resumen El Cuestionario de Capacidades y Dificultades (SDQ) es ampliamente utilizado para la evaluación de conductas socioemocionales de niños de 4 a 16 años. Se han validado distintos modelos estructurales, variando entre cantidad de dimensiones, agrupación de las variables y factores de primer y segundo orden. El siguiente estudio busca evaluar las propiedades psicométricas del SDQ a través de un análisis factorial

In the present study, we used a cuasi-experimental design to evaluate the impact of changing the organization of preschool centres in children’s self regulation and socio-emotional development. The changes included giving the children the opportunity to choose activities, the conformation of multi-aged groups during part of the day, and promoting a higher commitment of educators to specific aspects of the curriculum. Our results show that children in the intervention group display improved self-regulation, particularly in a decrease in negative affectivity, conduct problems and emotional symptoms. Additionally, they showed increase complexity in their play behaviours and more peer-interactions in social play. The intervention proved to be a low-cost, easy to implement alternative with promising results in a country with restricted financial resources in education.