Michael P. Kaschak

Grounding language in action

We report a new phenomenon associated with language comprehension: theaction—sentence compatibility effect (ACE). Participants judged whether sentences were sensible by making a response that required moving toward or away from their bodies. When a sentence implied action in one direction (e.g., “Close the drawer” implies action away from the body), the participants had difficulty making a sensibility judgment requiring a response in the opposite direction. The ACE was demonstrated for three sentences types: imperative sentences, sentences describing the transfer of concrete objects, and sentences describing the transfer of abstract entities, such as “Liz told you the story.” These data are inconsistent with theories of language comprehension in which meaning is represented as a set of relations among nodes. Instead, the data support an embodied theory of meaning that relates the meaning of sentences to human action.

Activity and imagined activity can enhance young children's reading comprehension

The Indexical Hypothesis suggests a new method for enhancing children’s reading comprehension. Young readers may not consistently “index,” or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g., a barn, a tractor, a horse, in a text about a farm) to simulate the actions described in the text. Correctly manipulating the objects forces indexing and facilitates the derivation of meaning. Both actual manipulation and imagined manipulation resulted in markedly better (compared with rereading) memory for and comprehension of the text material, thereby lending strong support to the Indexical Hypothesis. Can young children’s reading comprehension be enhanced? Are there potent reading-comprehension strategies that can be identified and prescribed (see, e.g., Ehri, Nunes, Stahl, & Willows, 2001; Symons, McGoldrick, Snyder, & Pressley, 1990)? The Indexical Hypothesis (Glenberg & Kaschak, 2002; Glenberg & Robertson, 2000; Kaschak & Glenberg, 2000) suggests a new sort of answer to these old questions. Because children may not consistently index, or map, written words to the objects the words represent, even when the words are pronounced, these children fail to derive meaning from the text. Consequently, reading becomes an unengaging exercise in word calling. If, as we hypothesize, early young readers’ performance can be enhanced by increased indexing, then the following instructional intervention is suggested: While children read texts about events taking place in a particular scenario (e.g., on a farm), objects referred to in the text (e.g., a toy barn, tractor, and horse) are made available, and the children are asked to manipulate those objects to simulate the content of the sentences. Such manipulation should force indexing, thereby facilitating the children’s derivation of meaning. We begin by reviewing the Indexical Hypothesis and some of the research that supports it. The review includes a description of three precedents suggesting that manipulation of objects being read about should enhance children’s reading comprehension. 1 We then present three experiments conducted with first- and secondgrade readers. These experiments demonstrate large (e.g., 50% and more) positive effects of manipulation on children’s recall and application of the material just read. In addition, in Experiment 3, children are trained to imagine manipulating the toys rather than actually manipulating them. This imagined manipulation produces a modest degree of transfer (i.e., strategy maintenance in the absence of instructions). Finally, we contrast the explanation of poor reading comprehension provided by the Indexical Hypothesis with several other accounts based on fluency, inference making, and integration.

Putting words in perspective

In this article, we explore the nature of the conceptual knowledge retrieved when people use words to think about objects. If conceptual knowledge is used to simulate and guide action in the world, then how one can interact with an object should be reflected in the speed of retrieval and the content that is retrieved. This prediction was tested in three experiments in which a part verification procedure was used. Experiments 1 and 2 demonstrated that speed of part verification varied with the perspective imposed on the object by the language used to name the object (e.g., “You are driving a car” or “You are fueling a car”). In Experiment 3, parts were chosen so that actions directed toward them (on the real object) require movement upward (e.g., the roof of a car) or downward (e.g., the wheels of a car). Orthogonally, responding “yes” required an upward or a downward movement to a response button. Responding in a direction incompatible with the part’s location (e.g., responding downward to verify that a car has a roof) was slow relative to responding in a direction compatible with the part’s location. These results provide a strong link between concept knowledge and situated action.

This Construction Needs Learned.

Four experiments are presented in which adults learned to comprehend a new syntactic construction in their native language. Experiments 1 and 2 demonstrate that adults quickly learn to comprehend the new construction and generalize it to new verbs. Experiment 3 shows that experience with the novel construction affects the processing of a construction already known to the participants and with which the novel construction is temporarily ambiguous. Experiment 4 demonstrates that the influence of a novel construction on the comprehension of familiar constructions is affected by the processing that occurred while the novel construction was learned. These results are discussed in the context of the constraint satisfaction approach to sentence processing and episodic-processing accounts of memory.

Recent experience affects the strength of structural priming

In two experiments, we explore how recent experience with particular syntactic constructions affects the strength of the structural priming observed for those constructions. The results suggest that (1) the strength of structural priming observed for double object and prepositional object constructions is affected by the relative frequency with which each construction was produced earlier in the experiment, and (2) the effects of relative frequency are not modulated by the temporal placement of the tokens of each construction within the experiment.

Perception of Auditory Motion Affects Language Processing

Previous reports have demonstrated that the comprehension of sentences describing motion in a particular direction (toward, away, up, or down) is affected by concurrently viewing a stimulus that depicts motion in the same or opposite direction. We report 3 experiments that extend our understanding of the relation between perception and language processing in 2 ways. First, whereas most previous studies of the relation between perception and language processing have focused on visual perception, our data show that sentence processing can be affected by the concurrent processing of auditory stimuli. Second, it is shown that the relation between the processing of auditory stimuli and the processing of sentences depends on whether the sentences are presented in the auditory or visual modality.

Long-term structural priming affects subsequent patterns of language production.

This article reports three experiments exploring how experience producing particular syntactic constructions affects the rates at which those constructions will be produced in the future. In the first part of each experiment, the participants’ experience at producing the double object (DO) and prepositional object (PO) constructions was manipulated so that they produced a certain proportion of DO and PO constructions. Subsequent to the establishment of these biases, the participants were given the opportunity to produce either DO or PO constructions. The main findings show that (1) patterns of experience with the DO and PO constructions affected the base rates of production for the DO and PO constructions, but not the strength of structural priming observed between particular prime sentences and particular target sentences, and (2) patterns of experience with the DO and PO constructions affected the production of subsequent sentences even across changes in the nature of the language production task. The theoretical implications of these results are discussed.

On doing two things at once: Temporal constraints on actions in language comprehension

In two experiments, we investigated how text comprehension is influenced by the interaction between the properties of actions and the temporal relations specified by adverbs. Participants read short narratives describing a protagonist who performed two actions that involved similar sensorimotor systems (e.g., chopping wood and painting a fence) or different ones (e.g., whistling a melody and painting a fence). The actions were described as simultaneous or successive by means of the temporal adverbswhile andafter, respectively. Comprehension, both in Spanish and in English, was markedly impaired (longer reading times and lower subjective coherence) for sentences including the adverb while and actions involving the same sensorimotor system. However, when one of the same sensorimotor system actions was described as a mental plan (e.g., chopping wood and thinking of painting a fence), comprehension was equally easy with the adverbswhile andafter. These results are compatible with a revised version of the indexical hypothesis that specifies how comprehension is guided by syntax and embodied constraints within multiple noninteracting mental spaces.

Temporal dynamics of the action–sentence compatibility effect

A number of recent studies have demonstrated variants of the action–sentence compatibility effect (ACE), wherein the execution of a motor response is facilitated by the comprehension of sentences that describe actions taking place in the same direction as the motor response (e.g., a sentence about action towards ones body facilitates the execution of an arm movement towards the body). This paper presents an experiment that explores how the timing of the motor response during the processing of sentences affects the magnitude of the ACE that is observed. The results show that the ACE occurs when the motor response is executed at an early point in the comprehension of the sentence, disappears for a time, and then reappears when the motor response is executed right before the end of the sentence. These data help to refine our understanding of the temporal dynamics involved in the activation and use of motor information during sentence comprehension.

Long-term cumulative structural priming persists for (at least) one week

We present an experiment that explores the degree to which cumulative structural priming effects of the sort reported in Kaschak (Memory and Cognition 35:925-937, 2007) persist over the course of a week. In the first session of the experiment, participants completed written sentence stems that were designed to bias them toward producing the double object (Meghan gave Michael a toy) or prepositional object (Meghan gave a toy to Michael) construction. Participants returned for a second session of the experiment a week later. We observed that the biases established in the first phase of the experiment affected performance in the second phase. That is, the cumulative priming effect persisted for a week. The implications of this result for theories of language production are discussed.