Perception and Action Systems in High-Level Cognition

高级认知中的感知和行动系统

• 批准号: 0315434
• 负责人: Arthur Glenberg
• 金额: $ 30万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-08-01 至 2007-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0315434&HistoricalAwards=false
• 关键词: Perception; Action; Systems; Level; Cognition

Language conveys meaning but how so? At first the answer seems simple: One person talks while the other listens, and then they exchange roles. Understanding seems to boil down to the listener knowing the meaning of the spoken words plus some rules of grammar. But that is not the whole story. To understand language, people bring to bear memories of related interactions with objects in their world and with other people. It is as though they imagine, consciously or unconsciously, the situations described within the conversation-successful understanding is more closely tied to successful imagination than to grammatical analysis. With NSF-support, Dr. Arthur Glenberg will investigate these characteristics of language and imagination. For example, to understand the sentence "The strong wind caused the sailboat to capsize" may require a form of imagination in which an imagined wind exerts enough force to tip over the boat. This form of imagination may invoke the same processes of mind that would understand the perception of a sailboat capsized by a strong wind. Dr. Glenberg explores such possibilities using a newly developed procedure in which people press a lever while reading sentences that imply force in the opposite or same direction. The action of pressing makes it easier to read sentences that entail force in the same direction, or harder to read for forces in the opposite direction. This is interpreted as evidence that the same mental process is tapped in language and perception. Additional research examines the application of these ideas to languages other than English and to performance in non-linguistic domains such as mathematics. Broader impacts of this research are used to guide the design of reading remediation technologies and the creation of new types of educational tools.

语言传达了意思，但是如何呢？ 最初，答案似乎很简单：一个人在说话，而另一个人倾听，然后他们交换角色。 理解似乎归结为听众知道口语的含义以及一些语法规则。 但这不是整个故事。 为了理解语言，人们对与世界和其他人的对象相关的互动有了记忆。 好像他们想象的是，有意识或无意识地，对话成功理解中描述的情况与成功的想象力更紧密相关，而不是语法分析。 借助NSF-Support，Arthur Glenberg博士将研究这些语言和想象力的这些特征。 例如，要理解“强风导致帆船倾斜”的句子可能需要一种想象力，在这种形式上，想象中的风施加了足够的力量来在船上倾斜。 这种想象形式可能会引起相同的心态，这些过程将了解强风倾斜的帆船的感知。 格伦伯格博士使用新开发的程序探索了这种可能性，在该程序中，人们在阅读句子的同时按杠杆，这意味着朝着相反的方向施加施加。 按下的动作使读取需要朝着相同方向的力的句子更容易，或者更难读取相反方向的力。 这被解释为证据，表明相同的心理过程被语言和感知借鉴了。 其他研究研究了这些想法在英语以外的语言以及在数学等非语言领域中的表现的应用。 这项研究的更广泛的影响用于指导阅读补救技术的设计和创建新型的教育工具。