Emiko J Muraki
Datos Biográficos
| ID | 4600819 |
|---|---|
| NOMBRE | Emiko J Muraki |
| NOMBRES | Emiko J |
| APELLIDO | Muraki |
| FIRMA | MURAKI E J |
| AFILIACIONES | University of Calgary |
| ORCID | 0000-0001-9534-6538 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 2 |
| OBRAS COMO AUTOR | 12 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
That sounds exciting! Emotional iconicity facilitates processing and recall
We characterize arousal sound symbolism by analyzing the phonemes that predict ratings of 5,457 nonwords on arousal. • English words whose sounds are congruent with their arousal (e.g., “shock”) are responded to faster than incongruent words. • We find some evidence that individual personality differences in the experience of emotion moderate these effects. • Using a mega study data set of 1,551 items we find that caongruent words are more likely…
Contrasting the organization of concrete and abstract word meanings
Abstract words are hard to acquire; Does social relevance help
The Development of Abstract Word Meanings
Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition data from large-scale vocabulary testing with children in grade 2 to college age. Earl…
Understanding with the body? Testing the role of verb relative embodiment across tasks at the interface of language and memory
Multiple representation accounts of conceptual knowledge argue that information associated with sensory-motor experience, in addition to pure linguistic information, contributes to word processing. A number of issues, however, remain under-investigated, including the extent to which these dimensions affect verb processing (rather than nouns), especially in languages other than English, and their role across different tasks along the language-memo…
The role of emotion in acquisition of verb meaning
Children's earliest acquired words are often learned through sensorimotor experience, but it is less clear how children learn the meaning of concepts whose referents are less associated with sensorimotor experience. The Affective Embodiment Account postulates that children use emotional experience to learn more abstract word meanings. There is mixed evidence for this account; analyses using mega-study datasets suggest that negative or positively …
Unseen but influential associates
Mapping semantic space
Multiple representation theories posit that concepts are represented via a combination of properties derived from sensorimotor, affective, and linguistic experiences. Recently, it has been proposed that information derived from social experience, or socialness, represents another key aspect of conceptual representation. How these various dimensions interact to form a coherent conceptual space has yet to be fully explored. To address this, we capi…
Affinity and allyship groups to advance inclusion in postsecondary institutions
Meaning in hand
Heterogenous abstract concepts
Heterogeneity in abstract verbs
It has been well documented that different types of nouns and action verbs are associated with behavioral and neural differences. In contrast, abstract verbs (e.g., think, dissolve) are often treated as a homogeneous category. We compared event-related potentials recorded during a syntactic classification task of four verb types; 1) abstract mental, 2) abstract emotional, 3) abstract nonbodily, and 4) concrete. Abstract nonbodily state verbs show…
The role of emotion in acquisition of verb meaning
Children's earliest acquired words are often learned through sensorimotor experience, but it is less clear how children learn the meaning of concepts whose referents are less associated with sensorimotor experience. The Affective Embodiment Account postulates that children use emotional experience to learn more abstract word meanings. There is mixed evidence for this account; analyses using mega-study datasets suggest that negative or positively …
Affinity and allyship groups to advance inclusion in postsecondary institutions
Heterogeneity in abstract verbs
It has been well documented that different types of nouns and action verbs are associated with behavioral and neural differences. In contrast, abstract verbs (e.g., think, dissolve) are often treated as a homogeneous category. We compared event-related potentials recorded during a syntactic classification task of four verb types; 1) abstract mental, 2) abstract emotional, 3) abstract nonbodily, and 4) concrete. Abstract nonbodily state verbs show…
Heterogenous abstract concepts
Meaning in hand
Unseen but influential associates
Mapping semantic space
Multiple representation theories posit that concepts are represented via a combination of properties derived from sensorimotor, affective, and linguistic experiences. Recently, it has been proposed that information derived from social experience, or socialness, represents another key aspect of conceptual representation. How these various dimensions interact to form a coherent conceptual space has yet to be fully explored. To address this, we capi…
Affinity and allyship groups to advance inclusion in postsecondary institutions
Contrasting the organization of concrete and abstract word meanings
Abstract words are hard to acquire; Does social relevance help
The Development of Abstract Word Meanings
Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition data from large-scale vocabulary testing with children in grade 2 to college age. Earl…
Understanding with the body? Testing the role of verb relative embodiment across tasks at the interface of language and memory
Multiple representation accounts of conceptual knowledge argue that information associated with sensory-motor experience, in addition to pure linguistic information, contributes to word processing. A number of issues, however, remain under-investigated, including the extent to which these dimensions affect verb processing (rather than nouns), especially in languages other than English, and their role across different tasks along the language-memo…
The role of emotion in acquisition of verb meaning
Children's earliest acquired words are often learned through sensorimotor experience, but it is less clear how children learn the meaning of concepts whose referents are less associated with sensorimotor experience. The Affective Embodiment Account postulates that children use emotional experience to learn more abstract word meanings. There is mixed evidence for this account; analyses using mega-study datasets suggest that negative or positively …
That sounds exciting! Emotional iconicity facilitates processing and recall
We characterize arousal sound symbolism by analyzing the phonemes that predict ratings of 5,457 nonwords on arousal. • English words whose sounds are congruent with their arousal (e.g., “shock”) are responded to faster than incongruent words. • We find some evidence that individual personality differences in the experience of emotion moderate these effects. • Using a mega study data set of 1,551 items we find that caongruent words are more likely…
Psychology (11 obras) · Cognitive psychology (9 obras) · Linguistics (8 obras) · Action Observation and Synchronization (7 obras) · Cognition (5 obras) · Language, Metaphor, and Cognition (5 obras) · Child and Animal Learning Development (4 obras) · Computer Science (4 obras) · Artificial Intelligence (3 obras) · Cognitive science (3 obras)