Abstract concepts and simulated competition.

To better understand the social determinants of conceptual knowledge we devised a task in which participants were asked to judge the match between a definition (expressed in abstract or concrete terms) and a target-word (also either abstract or concrete). The task was presented in the form of a competition that could/could not include an opponent, and in which different percentages of response rounds were assigned to the participant at the experimenter's discretion. Thus, depending on the condition, participants were either exposed to a competitive context mimicking a privileged/unprivileged interaction with the experimenter or to a socially neutral setting. Results showed that manipulation of the social context selectively affected judgments on abstract stimuli: responses were significantly slower whenever a definition and/or a target word were presented in abstract form and when participants were in the favorable condition of responding in most of the trials. Moreover, only when processing abstract material, responses were slower when an opponent was expected to be present. Data are discussed in the frame of the different cognitive engagements involved when treating abstract and concrete concepts as well as in relation to the possible motivational factors prompted by the experimental set-up. The role of social context as a crucial element for abstract knowledge processing is also considered.

The curious origins of ownership.

What are the origins of ownership as a conceptual domain? By combining experimental evidence from cognitive science, a theoretical proposal from developmental psychology, and the computational framework of reinforcement learning, I argue that ownership concepts can develop as a by-product of our curiosity-based exploration and become grounded via our experience of control in physical and social environments.

Bodily, emotional, and public sphere at the time of COVID-19. An investigation on concrete and abstract concepts.

The outbreak of Covid-19 pandemics has dramatically affected people's lives. Among newly established practices, it has likely enriched our conceptual representations with new components. We tested this by asking Italian participants during the first lockdown to rate a set of diverse words on several crucial dimensions. We found concepts are organized along a main axis opposing internal and external grounding, with fine-grained distinctions within the two categories underlining the role of emotions. We also show through a comparison with existing data that Covid-19 impacted the organization of conceptual representations. For instance, subclasses of abstract concepts that are usually distinct converge into a unitary group, characterized by emotions and internal grounding. Additionally, we found institutional and Covid-19 related concepts, for which participants felt more the need for others to understand the meaning, clustered together. Our results show that the spread of Covid-19 has simultaneously changed our lives and shaped our conceptual representations.

Words have a weight: language as a source of inner grounding and flexibility in abstract concepts.

The role played by language in our cognitive lives is a topic at the centre of contemporary debates in cognitive (neuro)science. In this paper we illustrate and compare two theories that offer embodied explanations of this role: the WAT (words as social tools) and the LENS (language is an embodied neuroenhancement and scaffold) theories. WAT and LENS differ from other current proposals, because they connect the impact of the neurologically realized language system on our cognition to the ways in which language shapes our interaction with the physical and social environment. Examining these theories together, their tenets and supporting evidence, sharpens our understanding of each, but also contributes to a better understanding of the contribution that language might make to the acquisition, representation and use of abstract concepts. Here we focus on how language provides a source of inner grounding, especially metacognition and inner speech, and supports the flexibility of our thought. Overall, the paper outlines a promising research program focused on the importance of language to abstract concepts within the context of a flexible, multimodal, and multilevel conception of embodied cognition.

Touch me if you can: The intangible but grounded nature of abstract concepts.

Thinking about what the senses cannot grasp is one of the hallmarks of human cognition. We argue that "intangible abstracta" are represented differently from other products of abstraction, that goal-derived categorization supports their learning, and that they are grounded also in internalized linguistic and social interaction. We conclude by suggesting different ways in which abstractness contributes to cement group cohesion.

Cues of control modulate the ascription of object ownership.

Knowing whether an object is owned and by whom is essential to avoid costly conflicts. We hypothesize that everyday interactions around objects are influenced by a minimal sense of object ownership grounded on respect of possession. In particular, we hypothesize that tracking object ownership can be influenced by any cue that predicts the establishment of individual physical control over objects. To test this hypothesis we used an indirect method to determine whether visual cues of physical control like spatial proximity to an object, temporal priority in seeing it, and touching it influence this minimal sense of object ownership. In Experiment 1 participants were shown a neutral object located on a table, in the reaching space of one of two characters. In Experiment 2 one character was the first to find the object then another character appeared and saw the object. In Experiments 3 and 4, spatial proximity, temporal priority, and touch are pitted against each other to assess their relative weight. After having seen the scenes, participants were required to judge the sensibility of sentences in which ownership of the object was ascribed to one of the two characters. Responses were faster when the objects were located in the reaching space of the character to whom ownership was ascribed in the sentence and when ownership was ascribed to the character who was the first to find the object. When contrasting the relevant cues, results indicate that touch is stronger than temporal priority in modulating the ascription of object ownership. However, all these effects were also influenced by contextual social cues like the gender of both characters and participants, the presence of a third-party observer, and the co-presence of characters. Consistently with our hypothesis, results indicate that many different cues of physical control influence the ascription of ownership in daily social contexts.

Risk, sanctions and norm change: the formation and decay of social distancing norms.

Global challenges like the climate crisis and pandemic outbreaks require collective responses where people quickly adapt to changing circumstances. Social norms are potential solutions, but only if they themselves are flexible enough. The COVID-19 pandemic provided a unique opportunity to study norm formation and decay in real-world contexts. We tracked empirical and normative expectations about social distancing and empirical and normative expectations of sanctioning from June 2021 to February 2022 to explore how norms and meta norms evolved as COVID-19 risk decreased and increased. We found that norms and meta norms partially coevolve with risk dynamics, although they recover with some delay. This implies that norms should be enforced as soon as risk increases. We therefore tested how sanctioning intentions vary for different hypothetical norms and find them to increase with a clear meta norm of sanctioning, yet decrease with a clear social norm of distance. In conclusion, social norms evolve spontaneously with changing risk, but might not be adaptive enough when the lack of meta norms of sanctioning introduce tolerance for norm violations. Moreover, norm nudges can potentially have negative externalities if strengthening the social norm increases tolerance for norm violations. These results put some limits to social norms as solutions to guide behaviour under risk. This article is part of the theme issue 'Social norm change: drivers and consequences'.

Assessing the effects of pandemic risk on cooperation and social norms using a before-after Covid-19 comparison in two long-term experiments.

How does threat from disease shape our cooperative actions and the social norms that guide such behaviour? To study these questions, we draw on a collective-risk social dilemma experiment that we ran before the emergence of the Covid-19 pandemic (Wave 1, 2018) and compare this to its exact replication, sampling from the same population, that we conducted during the first wave of the pandemic (Wave 2, 2020). Tightness-looseness theory predicts and evidence generally supports that both cooperation and accompanying social norms should increase, yet, we mostly did not find this. Contributions, the probability of reaching the threshold (cooperation), and the contents of the social norm (how much people should contribute) remained similar across the waves, although the strength of these social norms were slightly greater in Wave 2. We also study whether the results from Wave 1 that should not be affected by the pandemic-the relationship between social norms and cooperation and specific behavioural types-replicate in Wave 2 and find that these results generally hold. Overall, our work demonstrates that social norms are important drivers of cooperation, yet, communicable diseases, at least in the short term, have little or no effects on either.

Disentangling the sense of ownership from the sense of fairness.

Both evolutionary and developmental research indicate that humans are adapted to respecting property rights, independently (and possibly orthogonally) of considerations of fairness. We offer evidence from psychological experiments suggesting that enforcing one's rights and respecting others' possessions are basic cognitive mechanisms automatically activated and grounded in humans' sensory-motor system. This may entail an independent motivation that is more profound than considerations of fairness and impartiality.

Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis.

Although the spontaneous origins of concepts from interaction is often given for granted, how the process can start without a fully developed sensorimotor representation system has not been sufficiently explored. Here, we offer a new hypothesis for a mechanism supporting concept formation while learning to perceive and act intentionally. We specify an architecture in which multi-modal sensory patterns are mapped in the same lower-dimensional representation space. The motor repertoire is also represented in the same space via topological mapping. We posit that the acquisition of these mappings can be mutually constrained by maximizing the convergence between sensory and motor representations during online interaction. This learning signal reflects an intrinsic motivation of competence acquisition. We propose that topological alignment via competence acquisition eventually results in a sensorimotor representation system. To assess the consistency of this hypothesis, we develop a computational model and test it in an object manipulation task. Results show that such an intrinsically motivated learning process can create a cross-modal categorization system with semantic content, which supports perception and intentional action selection, which has the resources to re-enact its own multi-modal experiences, and, on this basis, to kick-start the formation of concepts grounded in the external environment. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.

Vaccine-hesitant people misperceive the social norm of vaccination.

Vaccine hesitancy is one of the main threats to global health, as became clear once more during the COVID-19 pandemic. Vaccination campaigns could benefit from appeals to social norms to promote vaccination, but without awareness of the social norm in place any intervention relying on social norms may backfire. We present a two-step approach of social norm diagnosis and intervention that identifies both whether a vaccination norm exists or develops over time and corrects misperceptions. In two studies (N=887 and N=412) conducted in Rome, Italy from June to August 2021 (during the first COVID-19 vaccination campaign), we show that vaccine-hesitant people strongly underestimated vaccine acceptance rates for COVID-19 despite increases in region-wide vaccination rates. This suggests a false consensus bias on the social norm of vaccination. We presented a subgroup of vaccine-hesitant people with the accurate vaccine acceptance rates (both planned uptake and vaccine approval) and tested if this social information would lower their vaccine hesitancy. We do not find clear effects, most likely because of the introduction of the COVID-19 health certificate (the "green pass") that was implemented during our data collection. The green pass reduced both misperceptions in the social norm and vaccine hesitancy, thus undermining our treatment effect. We conclude that to alleviate misperceptions on the social norm of vaccination in early stages of the vaccination campaign governments and media should report not just the current vaccination rate, but also about vaccination intentions and approval.

Contextual modulation of preferred social distance during the Covid-19 pandemic.

Social distancing during a pandemic might be influenced by different attitudes: people may decide to reduce the risk and protect themselves from viral contagion, or they can opt to maintain their habits and be more exposed to the infection. To better understand the underlying motivating attitudes, we asked participants to indicate in an online platform the interpersonal distance from different social targets with professional/social behaviors considered more or less exposed to the virus. We selected five different social targets: a cohabitant, a friend working in a hospital, a friend landed from an international flight, a friend who is back from a cycling ride, or a stranger. In order to measure the realistic and the symbolic perceived threat, we administered the Brief 10-item COVID-19 threat scale. Moreover, in order to measure the risk attitude in different domains, the participants were also asked to fill in the Domain-Specific Risk-Taking DOSPERT scale. Results reveal a general preference for an increased distance from a stranger and the friends who are considered to be more exposed to the virus: the friend working in a hospital or landed from an international flight. Moreover, the interpersonal distance from friends is influenced by the perception of Realistic Threat measured through the Integrated Covid Threat Scale and the Health/Safety Risk Perception/Assumption as measured by the DOSPERT scale. Our results show the flexible and context-dependent nature of our representation of other people: as the social categories are not unchangeable fixed entities, the bodily (e.g., spatial) attitudes towards them are an object of continuous attunement.

Evidence from a long-term experiment that collective risks change social norms and promote cooperation.

Social norms can help solve pressing societal challenges, from mitigating climate change to reducing the spread of infectious diseases. Despite their relevance, how norms shape cooperation among strangers remains insufficiently understood. Influential theories also suggest that the level of threat faced by different societies plays a key role in the strength of the norms that cultures evolve. Still little causal evidence has been collected. Here we deal with this dual challenge using a 30-day collective-risk social dilemma experiment to measure norm change in a controlled setting. We ask whether a looming risk of collective loss increases the strength of cooperative social norms that may avert it. We find that social norms predict cooperation, causally affect behavior, and that higher risk leads to stronger social norms that are more resistant to erosion when the risk changes. Taken together, our results demonstrate the causal effect of social norms in promoting cooperation and their role in making behavior resilient in the face of exogenous change.

Differences and similarities in the conceptualization of COVID-19 and other diseases in the first Italian lockdown.

Several studies have highlighted the flexible character of our conceptual system. However, less is known about the construction of meaning and the impact of novel concepts on the structuring of our conceptual space. We addressed these questions by collecting free listing data from Italian participants on a newly-and yet nowadays critical-introduced concept, i.e., COVID-19, during the first Italian lockdown. We also collected data for other five illness-related concepts. Our results show that COVID-19's representation is mostly couched in the emotional sphere, predominantly evoking fear-linked to both possible health-related concerns and social-emotional ones. In contrast with initial public debates we found that participants did not assimilate COVID-19 neither completely to severe illnesses (e.g., tumor) nor completely to mild illnesses (e.g., flu). Moreover, we also found that COVID-19 has shaped conceptual relations of other concepts in the illness domain, making certain features and associations more salient (e.g., flu-fear; disease-mask). Overall, our results show for the first time how a novel, real concept molds existing conceptual relations, testifying the malleability of our conceptual system.

From Affordances to Abstract Words: The Flexibility of Sensorimotor Grounding.

The sensorimotor system plays a critical role in several cognitive processes. Here, we review recent studies documenting this interplay at different levels. First, we concentrate on studies that have shown how the sensorimotor system is flexibly involved in interactions with objects. We report evidence demonstrating how social context and situations influence affordance activation, and then focus on tactile and kinesthetic components in body-object interactions. Then, we turn to word use, and review studies that have shown that not only concrete words, but also abstract words are grounded in the sensorimotor system. We report evidence that abstract concepts activate the mouth effector more than concrete concepts, and discuss this effect in light of studies on adults, children, and infants. Finally, we pinpoint possible sensorimotor mechanisms at play in the acquisition and use of abstract concepts. Overall, we show that the involvement of the sensorimotor system is flexibly modulated by context, and that its role can be integrated and flanked by that of other systems such as the linguistic system. We suggest that to unravel the role of the sensorimotor system in cognition, future research should fully explore the complexity of this intricate, and sometimes slippery, relation.

Words as social tools: Language, sociality and inner grounding in abstract concepts.

The paper introduces a new perspective on abstract concepts (e.g. "freedom") and their associate words representation, the Words As social Tools (WAT) view. Traditional theories conceptualize language as a way to index referents, a shortcut to access meaning, or a way to access meaning through words associations. WAT goes beyond these theories by identifying additional functions of words and language: words are tools helping us to perform actions and change the state of our social environment, and language is a means to improve our thought abilities, to control our behavior and plays a predictive role, helping us to form categories. Most importantly, WAT proposes that language and sociality - along with interoceptive and metacognitive processes - are key for the grounding of abstract concepts (ACs) that are more complex, variable, and more detached from perceptual and motor experience than concrete concepts (CCs). We highlight four tenets of WAT and discuss each of them in light of recent evidence: a. acquisition: compared to concrete concepts, the acquisition of abstract concepts relies more on social and linguistic inputs; b. brain representation: abstract concepts recruit more linguistic and social brain areas; c. mouth activation: due to the relevance of language for representing them, abstract concepts activate more the oral motor system; d. linguistic variability: abstract concepts are more affected by differences between spoken languages. We discuss evidence supporting these four tenets of WAT, and its advantages and limitations compared to other views on abstract concepts. Finally, we outline a conceptual proposal that specifies how internal models supporting the representation and processing of ACs can be grounded on interoceptive, metacognitive, social, and linguistic experience.

Varieties of abstract concepts: development, use and representation in the brain.

The capacity for abstract thought is one of the hallmarks of human cognition. However, the mechanisms underlying the ability to form and use abstract concepts like 'fantasy' and 'grace' have not been elucidated yet. This theme issue brings together developmental, social and cognitive psychologists, linguists, anthropologists, cognitive scientists, neuroscientists, philosophers and computer scientists to present theoretical insights and novel evidence on how abstract concepts are acquired, used and represented in the brain. Many of the contributions conceive concepts as grounded in sensorimotor systems and constrained by bodily mechanisms and structures. The theme issue develops along two main axes, related to the most promising research directions on abstract concepts. The axes focus on (i) the different kinds of abstract concepts (numbers, emotions, evaluative concepts like moral and aesthetic ones, social concepts); (ii) the role played by perception and action, language and sociality, and inner processes (emotions, interoception, metacognition) in grounding abstract concepts. Most papers adopt a cognitive science/neuroscience approach, but the theme issue also includes studies on development, on social cognition, and on how linguistic diversity shapes abstract concepts. Overall, the theme issue provides an integrated theoretical account that highlights the importance of language, sociality and inner processes for abstract concepts, and that offers new methodological tools to investigate them.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.

Abstract concepts, language and sociality: from acquisition to inner speech.

The problem of representation of abstract concepts, such as 'freedom' and 'justice', has become particularly crucial in recent years, owing to the increased success of embodied and grounded views of cognition. We will present a novel view on abstract concepts and abstract words. Since abstract concepts do not have single objects as referents, children and adults might rely more on input from others to learn them; we, therefore, suggest that linguistic and social experience play an important role for abstract concepts. We will discuss evidence obtained in our and other laboratories showing that processing of abstract concepts evokes linguistic interaction and social experiences, leading to the activation of the mouth motor system. We will discuss the possible mechanisms that underlie this activation. Mouth motor system activation can be due to re-enactment of the experience of conceptual acquisition, which occurred through the mediation of language. Alternatively, it could be due to the re-explanation of the word meaning, possibly through inner speech. Finally, it can be due to a metacognitive process revealing low confidence in the meaning of our concepts. This process induces in us the need to rely on others to ask/negotiate conceptual meaning. We conclude that with abstract concepts language works as a social tool: it extends our thinking abilities and pushes us to rely on others to integrate our knowledge.This article is part of the theme issue 'Varieties of abstract concepts: development, use, and representation in the brain'.

The challenge of abstract concepts.

concepts ("freedom") differ from concrete ones ("cat"), as they do not have a bounded, identifiable, and clearly perceivable referent. The way in which abstract concepts are represented has recently become a topic of intense debate, especially because of the spread of the embodied approach to cognition. Within this framework concepts derive their meaning from the same perception, motor, and emotional systems that are involved in online interaction with the world. Most of the evidence in favor of this view, however, has been gathered with regard to concrete concepts. Given the relevance of abstract concepts for higher-order cognition, we argue that being able to explain how they are represented is a crucial challenge that any theory of cognition needs to address. The aim of this article is to offer a critical review of the latest theories on abstract concepts, focusing on embodied ones. Starting with theories that question the distinction between abstract and concrete concepts, we review theories claiming that abstract concepts are grounded in metaphors, in situations and introspection, and in emotion. We then introduce multiple representation theories, according to which abstract concepts evoke both sensorimotor and linguistic information. We argue that the most promising approach is given by multiple representation views that combine an embodied perspective with the recognition of the importance of linguistic and social experience. We conclude by discussing whether or not a single theoretical framework might be able to explain all different varieties of abstract concepts. (PsycINFO Database Record