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| DOI | 10.1016/J.JML.2016.05.004 | ||||
| Año | 2017 | ||||
| Tipo | artículo de investigación |
Citas Totales
Autores Afiliación Chile
Instituciones Chile
% Participación
Internacional
Autores
Afiliación Extranjera
Instituciones
Extranjeras
Recent experimental evidence suggests that spatial distance between two depicted objects in a non-referential visual context (i.e., when neither spatial distance nor the objects were mentioned) can rapidly and incrementally modulate the processing of semantic similarity between and-coordinated subject noun phrases in a sentence. The present research examines in three eye-tracking reading experiments whether these spatial distance effects extend to another abstract domain (social relations). More importantly, we assessed how precisely cognitive mechanisms link spatial information to sentence interpretation. To this end we varied between experiments the (order of the) constituents conveying information about social relations. We examined to what extent object distance effects on sentence interpretation depend upon a one-to-one mapping (relating objects to nouns). The eye tracking record showed that spatial distance effects extended to abstract language other than semantic similarity and that these effects occurred as soon as the readers encountered linguistic information about social relations - independent of whether that information was conveyed by the (coordinated) nouns or by other constituents. Finally, the direction of the spatial distance effects seemed to depend on the activation level of the spatial distance representations, as determined by the constituent order. We discuss the contribution of these results to accounts of situated sentence comprehension. (C) 2016 Elsevier Inc. All rights reserved.
| Ord. | Autor | Género | Institución - País |
|---|---|---|---|
| 1 | Guerra, Ernesto | Hombre |
Pontificia Universidad Católica de Chile - Chile
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| 2 | Knoeferle, Pia | - |
Humboldt Univ - Alemania
Humboldt-Universität zu Berlin - Alemania |
| Fuente |
|---|
| Ministry of Education |
| FONDAP |
| Fondo Nacional de Desarrollo Científico y Tecnológico |
| Comisión Nacional de Investigación Científica y Tecnológica |
| German Research Foundation |
| Deutsche Forschungsgemeinschaft |
| Comisión Nacional de Investigación CientÃfica y Tecnológica |
| Seventh Framework Programme |
| Fondo de Financiamiento de Centros de Investigación en Áreas Prioritarias |
| Fondo Nacional de Desarrollo CientÃfico, Tecnológico y de Innovación Tecnológica |
| Ministerio de Educacion, Gobierno de Chile |
| Ministry of Education, Government of Chile |
| European Union's Seventh Framework Programme for Research, Technological Development and demonstration |
| Ministerio de Educación, Gobierno de Chile |
| German Research Council |
| FONDECYT by the National Commission for Scientific and Technological Research (CONICYT), Ministry of Education, Government of Chile |
| Ministry of Education, Government of Chile, at Bielefeld University, Germany |
| FONDAP by the National Commission for Scientific and Technological Research (CONICYT), Ministry of Education, Government of Chile |
| Cognitive Interaction Technology Excellence Cluster (German Research Council, DFG) |
| Universität Bielefeld |
| Cognitive Interaction Technology Excellence Cluster |
| Universität Bielefeld |
| Center for Cognitive Interaction Technology, Bielefeld University |
| Agradecimiento |
|---|
| This research was funded by the Cognitive Interaction Technology Excellence Cluster (277, German Research Council, DFG), the SFB 673 "Alignment in Communication" (German Research Foundation, PK), by the European Union's Seventh Framework Programme for research, technological development and demonstration under grant agreement no. 316748 both awarded to PK, and by a PhD scholarship awarded to EG by the Ministry of Education, Government of Chile, at Bielefeld University, Germany. EG is currently funded by a FONDECYT grant No. 3150277 and a FONDAP grant No. 15110006, both by the National Commission for Scientific and Technological Research (CONICYT), Ministry of Education, Government of Chile. We thank Jasmin Bernotat, Ayten Kilic and Clara Matheus at the Language & Cognition Lab (Bielefeld University) for their help with material preparation and data collection. |
| This research was funded by the Cognitive Interaction Technology Excellence Cluster (277, German Research Council, DFG), the SFB 673 “Alignment in Communication” (German Research Foundation, PK), by the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no. 316748 both awarded to PK, and by a PhD scholarship awarded to EG by the Ministry of Education, Government of Chile, at Bielefeld University, Germany. EG is currently funded by a FONDECYT grant No. 3150277 and a FONDAP grant No. 15110006 , both by the National Commission for Scientific and Technological Research ( CONICYT ), Ministry of Education, Government of Chile. We thank Jasmin Bernotat, Ayten Kilic and Clara Matheus at the Language & Cognition Lab (Bielefeld University) for their help with material preparation and data collection. |