Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-04-04 DOI:10.1111/lang.12632

Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry

{"title":"Embodiment for Spatial Metaphors of Abstract Concepts Differs Across Languages in Chinese–English Bilinguals","authors":"Yu Fen Wei, Wen Wen Yang, Gary Oppenheim, Jie Hui Hu, Guillaume Thierry","doi":"10.1111/lang.12632","DOIUrl":null,"url":null,"abstract":"<p>Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words as being presented from above or below their sitting position. English bilinguals responded faster for congruent presentations of high-power words (presented above) but not for congruent presentations of low-power words (presented below) in both languages. Low-power words together also failed to modulate N400 amplitude or interact with language. However, follow-up analyses on high-power words showed congruency effects on N400 amplitude in Chinese but not in English. Finally, English controls showed no effect. This suggests that spatial embodiment differs across languages in bilinguals, but the roles of culture and proficiency require further research.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12632","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lang.12632","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Embodied cognition posits that processing concepts requires sensorimotor activation. Previous research has shown that perceived power is spatially embodied along the vertical axis. However, it is unclear whether such mapping applies equally in the two languages of bilinguals. Using event-related potentials, we compared spatial embodiment correlates in participants reporting the source of auditory words as being presented from above or below their sitting position. English bilinguals responded faster for congruent presentations of high-power words (presented above) but not for congruent presentations of low-power words (presented below) in both languages. Low-power words together also failed to modulate N400 amplitude or interact with language. However, follow-up analyses on high-power words showed congruency effects on N400 amplitude in Chinese but not in English. Finally, English controls showed no effect. This suggests that spatial embodiment differs across languages in bilinguals, but the roles of culture and proficiency require further research.

Abstract Image

查看原文本刊更多论文

汉英双语者对抽象概念空间隐喻的体现存在语言差异

嵌入式认知认为，处理概念需要感觉运动的激活。以往的研究表明，感知力在空间上沿纵轴体现。然而，这种映射是否同样适用于双语者的两种语言尚不清楚。通过使用事件相关电位，我们比较了参与者在报告听觉单词的来源是来自其坐姿的上方还是下方时的空间体现相关性。在两种语言中，英语双语者对高功率词的一致呈现（在上方呈现）反应更快，而对低功率词的一致呈现（在下方呈现）反应则不快。低强度词语一起出现时也未能调节 N400 波幅或与语言相互作用。然而，对高功率词的后续分析表明，同义词对中文 N400 波幅有影响，但对英文没有影响。最后，英语对照组没有显示任何影响。这表明，双语者的空间体现在不同语言中存在差异，但文化和熟练程度的作用还需要进一步研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.