Bilingual Dual Coding Theory and Memory

Paivio, Allan

doi:10.1007/978-1-4614-9218-4_3

Cited by 27 publications

(31 citation statements)

References 45 publications

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“…This partial sharing could i) explain why L1 and L2 differences are not always clearly detected and could ii) also be a reason for the potential dependency of these differences on stimulus or task. Moreover, most models do not specify the format (e.g., embodied or not) of semantic representations (e.g., RHM, Distributed Conceptual Feature Model), whereas others do (e.g., representational units in the bilingual Dual Code Theory; Paivio, 2014;Paivio & Desrochers, 1980;the Modified Hierarchical Model, Pavlenko, 2009). Crucially, they do not usually specify how those semantic representations are acquired (one exception is in the bilingual Dual Code Theory; Paivio, 2014), a potential decisive factor to be taken into account (see also Jared, Poh, & Paivio [2013] for a review of the mentioned models).…”

Section: Comparing Semantic and Motor Resonancementioning

confidence: 99%

First and Second Language at Hand: A Chronometric Transcranial-Magnetic Stimulation Study on Semantic and Motor Resonance

Monaco

Jost

Lancheros

et al. 2021

Journal of Cognitive Neuroscience

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According to embodied theories, motor and language processing bidirectionally interact: Motor activation modulates behavior in lexico-semantic tasks (semantic resonance), whereas understanding motor-related words entails activation of the corresponding motor brain areas (motor resonance). Whereas many studies investigated such interaction in the first language (L1), only few did so in a second language (L2), focusing on motor resonance. Here, we directly compared L1 and a late L2, for the first time both in terms of semantic and motor resonance and both in terms of magnitude and timing, by taking advantage of single-pulse TMS. Twenty-five bilinguals judged in each language, whether hand motor-related (“grasp”) and non-motor-related verbs (“believe”), were physical or mental. Meanwhile, we applied TMS on the hand motor cortex at 125, 275, 350, and 500 msec post verb onset, and recorded behavioral responses and TMS-induced motor evoked potentials. TMS induced faster responses for L1 versus L2 motor and nonmotor verbs at 125 msec (three-way interaction β = −0.0442, 95% CI [0.0814, −0.0070]), showing a semantic resonance effect at an early stage of word processing in L1 but not in L2. Concerning motor resonance, TMS-induced motor evoked potentials at 275 msec revealed higher motor cortex excitability for L2 versus L1 processing (two-way interaction β = 0.095, 95% CI [0.017, 0.173]). These findings confirm action–language interaction at early stages of word recognition, provide further evidence that L1 and L2 are differently embodied, and call for an update of existing models of bilingualism and embodiment, concerning both language representations and processing.

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Section: Comparing Semantic and Motor Resonancementioning

confidence: 99%

First and Second Language at Hand: A Chronometric Transcranial-Magnetic Stimulation Study on Semantic and Motor Resonance

Monaco

Jost

Lancheros

et al. 2021

Journal of Cognitive Neuroscience

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“…While many studies have reported the effectiveness of mental practice to optimize movement execution in athletes (Jeannerod, 1994 ; Malouin & Richards, 2010 ; Mulder et al., 2004 ; Warner & McNeill, 1988 ), others suggested a positive influence of motor imagery on neural mechanisms (Kosslyn et al., 2001 ; Pearson et al., 2015 ; Sirigu & Duhamel, 2001 ). According to Paivio ( 2014 ), the motivational factors that cause physiological arousal might play a vital role to improve motor performance after motor imagery. Additionally (Sackett, 1934 ) suggests a symbolic learning theory, which reveals that mental practices can encourage motor task by permitting subjects to practice the cognitive segments of a task.…”

Section: Introductionmentioning

confidence: 99%

Effects of task complexity or rate of motor imagery on motor learning in healthy young adults

Heena

Zia²,

Sehgal

et al. 2021

Brain and Behavior

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Background: A growing body of evidence suggests the benefit of motor imagery in motor learning. While some studies tried to look at the effect of isolated mental practice, others evaluated the combined effect of motor imagery and physical practice in clinical rehabilitation. This study aimed to investigate the effects of task complexity or rates of motor imagery on motor learning in health young adults.Methods: Eighty-eight healthy individuals participated in this study. Participants were randomly allocated to either Group A (50% complex, N = 22), Group B (75% complex, N = 22), Group C (50% simple, N = 22), or Group D (75% simple, N = 22).Participants in the complex groups performed their task with nondominant hand and those in simple groups with a dominant hand. All participants performed a task that involved reach, grasp, and release tasks. The performance of the four groups was examined in the acquisition and retention phase. The main outcome measure was the movement time.Results: There were significant differences between immediate (i.e., acquisition) and late (i.e., retention) movement times at all three stages of task (i.e., MT 1 [reaching time], MT 2 [target transport time], and TMT [reaching time plus object transport time]) when individuals performed complex task with 75% imagery rate (p < .05).Similarly, there were significant differences between immediate and late movement times at all stages of task except the MT 2 when individuals performed simple task with 75% imagery rate (p < .05). There were significant effects of task complexity (simple vs. complex tasks) on immediate movement time at the first stage of task (i.e., MT 1 ) and late movement times of all three stages of task (p < .05). There were significant effects of the rate of imagery (50% vs. 75%) on late movement times at all three stages of tasks (p > .05). Additionally, there were no interaction effects of either task complexity or rate of imagery on both immediate and late movement times at all three stages of tasks (p > .05). Conclusion:This study supports the use of higher rates (75%) of motor imagery to improve motor learning.

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“…From the bilingual perspective of dual coding theory (Soh, 2010 ; Paivio, 2014 ), verbal systems of bilinguals are separate, but their non-verbal systems are generally shared. It has been predicted that lower-level L2 learners will perform better with two information sources (e.g., pictures and text) while higher-level learners will perform well with only one source (e.g., text, Schnotz and Horz, 2010 ).…”

Section: Discussionmentioning

confidence: 99%

“…For predicate metaphors, strengthening the link from an L2 verb to an L1 concept may help an L2 learner to retrieve abstract meanings faster. The dual coding theory of bilingual memory (Paivio and Csapo, 1969 ; Paivio, 2014 ) proposes that words are represented cognitively by verbal codes (e.g., text) and non-verbal codes (e.g., image), and semantic and sensorimotor information about concrete words is located in an imaginal system that is shared by L1 and L2. Therefore, action pictures that stimulate L2 mental images and deliver semantic-sensorimotor information of verbs are likely to mediate access to the L1 concept and thus facilitate L2 learners' comprehension of predicate metaphors.…”

Section: Discussionmentioning

confidence: 99%

“…For the structure of word meaning, a major division lies between the conceptual structure and spatial structure, the latter of which involves perception and action (Jackendoff, 2002 ); therefore, when a picture denoting an action is presented, the sensorimotor elements in the spatial structure are likely to be activated before a particular verb meaning is accessed in the conceptual structure. The imagery of such an action in the spatial structure can be readily available without retrieving a verb because the processing systems of verbal stimuli (text) and non-verbal stimuli (image) are functionally and structurally independent (dual coding theory, Paivio, 2014 ). In this sense, if one relies on the sensorimotor system when reading predicate metaphors, the imagery (i.e., embodiment) may facilitate abstraction from concrete meaning and result in faster comprehension.…”

Section: Introductionmentioning

confidence: 99%

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Does Embodiment of Verbs Influence Predicate Metaphor Processing in a Second Language? Evidence From Picture Priming

Yin

Rong

2021

Front. Psychol.

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Distinct from nominal metaphors, predicate metaphors entail metaphorical abstraction from concrete verbs, which generally involve more action and stronger motor simulation than nouns. It remains unclear whether and how the concrete, embodied aspects of verbs are connected with abstract, disembodied thinking in the brains of L2 learners. Since English predicate metaphors are unfamiliar to Chinese L2 learners, the study of embodiment effect on English predicate metaphor processing may provide new evidence for embodied cognition and categorization models that remain controversial, and offer practical insights into L2 metaphor processing and pedagogy. Hence, we aim to investigate whether the embodiment of verbs, via the activation of sensorimotor information, influences two groups of L2 learners during their comprehension of conventional and novel predicate metaphors. The results show a significant effect of embodiment: a stronger facilitation for novel predicate metaphors in both higher-level and lower-level groups, and a weaker facilitation for conventional predicate metaphors in the lower-level group. The findings demonstrate preliminary evidence for a graded effect of embodiment on predicate metaphors processing, modulated by L2 proficiency and metaphor novelty. The study supports a hybrid view of embodied cognition and reveals that sensorimotor aspects of verbs may be the intermediate entity involved in the indirect categorization.

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Bilingual Dual Coding Theory and Memory

Cited by 27 publications

References 45 publications

First and Second Language at Hand: A Chronometric Transcranial-Magnetic Stimulation Study on Semantic and Motor Resonance

First and Second Language at Hand: A Chronometric Transcranial-Magnetic Stimulation Study on Semantic and Motor Resonance

Effects of task complexity or rate of motor imagery on motor learning in healthy young adults

Does Embodiment of Verbs Influence Predicate Metaphor Processing in a Second Language? Evidence From Picture Priming

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