Related Experiment Video
Updated: Apr 8, 2026
06:15
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
Published on: October 3, 2018
8.3K
The Role of Sensorimotor Strength in Understanding Chinese Concepts
Dongcheng Xie1, Jin Xue2, Fernando Marmolejo-Ramos3
1School of Foreign Studies, University of Science and Technology Beijing, Beijing, 100083, China.
Journal of Psycholinguistic Research
|April 7, 2026
Summary
Sensorimotor experiences shape how we understand concepts in Chinese. This study found that Chinese concepts are organized into three embodied domains, demonstrating the integral role of bodily experiences in language processing.
Area of Science:
- Cognitive Science
- Linguistics
- Neuroscience
Background:
- Sensorimotor experiences are fundamental to conceptual representation in language.
- Research increasingly highlights the role of perceptual and motor experiences in concept comprehension across languages.
Purpose of the Study:
- To investigate the contribution of sensorimotor experiences to conceptual processing in the Chinese language.
- To explore the organization of sensorimotor grounding for Chinese concepts.
Main Methods:
- A rating task was administered to 137 native Chinese speakers.
- Participants evaluated the relevance of perceptual modalities and action effectors for Chinese concepts.
Main Results:
- Correlations were found between perceptual modalities and action effectors.
- Chinese concepts are organized into three distinct embodied semantic domains.
- Specific sensorimotor modalities (hand/arm, gustatory, head) showed strong predictive power within their domains.
Conclusions:
- Conceptual representation in Chinese is systematically structured along distinct embodied sensorimotor domains.
- Findings provide evidence for embodied language processing in Chinese.
- Bodily experiences are integral to linguistic comprehension and representation.
Related Concept Videos
01:14Piaget's Stage 1 of Cognitive Development
2.4K
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Exploration...
2.4K
01:20Understanding Self-Concept
435
The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those...
435
01:20Social Foundations of Self II: The Generalized Other
397
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
397
01:24Social Foundations of Self I: Play and Game
318
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
318
01:24Concepts and Prototypes
652
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
652
01:14Piaget's Stage 2 of Cognitive Development
1.2K
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
1.2K