Experiential grounding of abstract concepts: Processing of abstract mental state concepts engages brain regions involved in mentalizing, automatic speech, and lip movements.

concepts like mental state concepts lack a physical referent, which can be directly perceived. Classical theories therefore claim that abstract concepts require amodal representations detached from experiential brain systems. However, grounded cognition approaches suggest an involvement of modal experiential brain regions in the processing of abstract concepts. In the present functional magnetic resonance imaging study, we investigated the relation of the processing of abstract mental state concepts to modal experiential brain systems in a fine-grained fashion. Participants performed lexical decisions on abstract mental state as well as on verbal association concepts as control category. Experiential brain systems related to the processing of mental states, generating verbal associations, automatic speech as well as hand and lip movements were determined by corresponding localizer tasks. Processing of abstract mental state concepts neuroanatomically overlapped with activity patterns associated with processing of mental states, generating verbal associations, automatic speech and lip movements. Hence, mental state concepts activate the mentalizing brain network, complemented by perceptual-motor brain regions involved in simulation of visual or action features associated with social interactions, linguistic brain regions as well as face-motor brain regions recruited for articulation. The present results provide compelling evidence for the rich grounding of abstract mental state concepts in experiential brain systems related to mentalizing, verbal communication and mouth action.

Development of Abstract Word Knowledge.

The development of children's word knowledge is an important testing ground for the embodied account of word meaning, which proposes that word meanings are grounded in sensorimotor systems. Acquisition of abstract words, in particular, is a noted challenge for strong accounts of embodiment. We examined acquisition of abstract word meanings, using data on development of vocabulary knowledge from early school to University ages. We tested two specific proposals for how abstract words are learned: the affective embodiment account, that emotional experience is key to learning abstract word meanings, and the learning through language proposal, that abstract words are acquired through language experience. We found support for the affective embodiment account: word valence, interoception, and mouth action all facilitated abstract word acquisition more than concrete word acquisition. We tested the learning through language proposal by investigating whether words that appear in more diverse linguistic contexts are earlier acquired. Results showed that contextual diversity facilitated vocabulary acquisition, but did so for both abstract and concrete words. Our results provide evidence that emotion and sensorimotor systems are important to children's acquisition of abstract words, but there is still considerable variance to be accounted for by other factors. We offer suggestions for future research to examine the acquisition of abstract vocabulary.