The comprehension of sentences involving quantity information affects responses on the up–down axis

Abstract

We investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right–left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in either (1) up and down positions or (2) left and right positions, but heard the sentences rather than reading them. We found spatial compatibility effects for the up–down axis, but not for the right–left axis. Additionally, the spatial compatibility effect was observed whether or not the participants moved to make their responses. We discussed the results in the context of embodied approaches to the comprehension of quantity information.

Processing time shifts affects the execution of motor responses

“…The finding that the comprehension of large time shifts to the future or past affects motor responses joins with other observations of motor compatibility effects involving sentences with abstract concepts (e.g., Borreggine & Kaschak, 2006; Glenberg & Kaschak, 2002; Glenberg et al, 2008) to support the claim that the mechanisms that are responsible for preparing and executing bodily action play a role in grounding the comprehension of language about abstract situations (at least under some circumstances; see Arbib, 2008; Gallese & Lakoff, 2005). In addition, our data make an important qualification to claims that the processing of space, time, and quantity are closely related: unlike spatial effects involving quantity (e.g., Dehaene et al, 1993; Sell & Kaschak, submitted for publication), compatibility effects involving the understanding of time in a language comprehension task seem to require movement in order to be observed. Thus, consistent with reports from Walsh (2003) and Boroditsky and Ramscar (2002), and with Lakoff and Johnson’s (1980) linguistic analysis it appears that movement may be an important component to the representation of temporal concepts.…”

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

“…Lakoff and Johnson’s (1980) seminal work advanced the claim that abstractions such as time and power are grounded in concrete experience (e.g., the passage of time is understood as motion through space; see Casasanto and Boroditsky 2008). Lakoff and Johnson’s (1980) analysis has been confirmed in experimental work showing that the understanding of power (e.g., Schubert 2004), time, and quantity (Sell and Kaschak 2011, 2012) is grounded in motor system activity. Thus, it appears that perceptual and motor simulations serve to ground the understanding of abstract concepts and situations.…”

The Motor System Contributes to Comprehension of Abstract Language

“…In a series of behavioral studies, the ACE was used to explore the extent to which spatial and motor representations are activated during the comprehension of language about quantity information in both Chinese [38] and English [39]. The goal was to determine which spatial axis (up-down, left-right, or both) would be activated during the comprehension of language about quantity.…”