语言符号支持具体概念的形成,但也能促成抽象概念的形成:来自大脑约束深度神经网络的证据

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Fynn R. Dobler, Malte R. Henningsen-Schomers, Friedemann Pulvermüller
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引用次数: 0

摘要

具体符号(如太阳、奔跑)可以在物体和行动的背景下学习,从而使其意义立足于世界。然而,对于抽象符号(如民主)是否存在类似的语义学习途径还存在争议。当我们使用脑约束深度神经网络模拟概念/语义基础的假定大脑机制时,在语言环境之外学习具体概念的实例会导致神经回路产生大量和长时间的激活。与此相反,学习抽象概念实例时,神经活动大大减少,而且只有短暂的活动。最重要的是,当在词形语境中学习概念实例时,无论是具体含义还是抽象含义,神经回路的激活都变得稳健而持久。这些结果表明,虽然具体概念表征的神经相关性可以仅从基础经验中建立,但抽象概念在神经生物学层面的形成是由语言形式促成的,并且需要语言形式的相关存在。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networks

Verbal Symbols Support Concrete but Enable Abstract Concept Formation: Evidence From Brain-Constrained Deep Neural Networks

Concrete symbols (e.g., sun, run) can be learned in the context of objects and actions, thereby grounding their meaning in the world. However, it is controversial whether a comparable avenue to semantic learning exists for abstract symbols (e.g., democracy). When we simulated the putative brain mechanisms of conceptual/semantic grounding using brain-constrained deep neural networks, the learning of instances of concrete concepts outside of language contexts led to robust neural circuits generating substantial and prolonged activations. In contrast, the learning of instances of abstract concepts yielded much reduced and only short-lived activity. Crucially, when conceptual instances were learned in the context of wordforms, circuit activations became robust and long-lasting for both concrete and abstract meanings. These results indicate that, although the neural correlates of concrete conceptual representations can be built from grounding experiences alone, abstract concept formation at the neurobiological level is enabled by and requires the correlated presence of linguistic forms.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
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.
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