Comprensión de oraciones de esfuerzo en jóvenes y adultos mayores desde una perspectiva corpórea
Publicado
jun 24, 2021
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José Luis Salas-Herrera
http://orcid.org/0000-0002-8269-0994
Mabel Urrutia Martínez
Roberto Melipillan Araneda
Mónica Veliz De Vos
http://orcid.org/0000-0002-8269-0994
Mabel Urrutia Martínez
Roberto Melipillan Araneda
Mónica Veliz De Vos
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Resumen
Actualmente se desconoce la validez de las propuestas de la cognición corpórea y su relación con el lenguaje de los adultos mayores. Para responder a esto realizamos un experimento con los factores Esfuerzo, Imaginabilidad y Contexto Lingüístico. 50 adultos mayores (M= 66.18 años, DE= 4.39, 22 mujeres y 28 hombres) y 43 jóvenes (M= 21.28 años, DE= 1.08, 36 mujeres y 7 hombres) leyeron oraciones en la pantalla de un computador, presionando la barra espaciadora para decidir luego si una palabra se hallaba o no en la frase recién leída. Los resultados muestran efectos principales para los factores Imaginabilidad (β = 0.309; p < 0.05) y Contexto (β = -0.856; p < 0.001) en los tiempos de lectura del objeto directo, dos efectos de interacción Imaginabilidad-Esfuerzo (β = -0.732; p < 0.01) e Imaginabilidad-Contexto (β = 0.611; p < 0.05) para el complemento circunstancial y un efecto interactivo Imaginabilidad-Contexto (β = 0.727; p < 0.05) para la palabra de activación. Los resultados respaldan una visión de corporeidad débil con integración interactiva de las propiedades corpóreas y simbólicas de los textos. Es necesario ampliar la investigación a otros parámetros corpóreos, edades y lenguas para contrastar estos resultados.
Keywords
embodiment, aging, effort, imaginability, counterfactualcorporeidad, envejecimiento, esfuerzo, imaginabilidad, contrafactuales
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Borghi, A. M., Barca, L., Binkofski, F., Castelfranchi, C., Pezzulo, G., & Tummolini, L. (2019). Words as social tools: Language, sociality, and inner grounding in abstract concepts. Physics of life reviews, 29, 120-153. https://doi.org/10.1016/j.plrev.2018.12.001
Borghi, A. M., Binkofski, F., Castelfranchi, C., Cimatti, F., Scorolli, C., & Tummolini, L. (2017). The challenge of abstract concepts. Psychological Bulletin, 143(3), 263. https://doi.org/10.1037/bul0000089
Chang, F. R. (1980). Active memory processes in visual sentence comprehension: Clause effects and pronominal reference. Memory & Cognition, 8(1), 58-64. https://doi.org/10.3758/BF03197552
Costello, M. C., & Bloesch, E. K. (2017). Are Older Adults Less Embodied? A Review of Age Effects through the Lens of Embodied Cognition. Frontiers in psychology, 8, 267. https://doi.org/10.3389/fpsyg.2017.00267
de Scalzi, M., Rusted, J., & Oakhill, J. (2015). Embodiment effects and language comprehension in Alzheimer's disease. Cognitive science, 39(5), 890-917. https://doi.org/10.1111/cogs.12187
de Vega, M., & Urrutia, M. (2011). Counterfactual sentences activate embodied meaning: An action–sentence compatibility effect study. Journal of Cognitive Psychology, 23(8), 962-973. https://doi.org/10.1080/20445911.2011.590471
de Vega, M., & Urrutia, M. (2012). Discourse updating after reading a counterfactual event. Psicologica: International Journal of Methodology and Experimental Psychology, 33(2), 157-173. https://files.eric.ed.gov/fulltext/EJ973375.pdf
Diersch, N., Cross, E. S., Stadler, W., Schütz-Bosbach, S., & Rieger, M. (2012). Representing others’ actions: the role of expertise in the aging mind. Psychological research, 76(4), 525-541. https://doi.org/10.1007/s00426-011-0404-x
Dijkstra, K., Yaxley, R. H., Madden, C. J., & Zwaan, R. A. (2004). The role of age and perceptual symbols in language comprehension. Psychology and Aging, 19(2), 352-356. https://doi.org/10.1037/0882-7974.19.2.352
Di Rienzo, F., Joassy, P., Kanthack, T., MacIntyre, T. E., Debarnot, U., Blache, Y., Hautier, C., Collet, C., & Guillot, A. (2019). Effects of action observation and action observation combined with motor imagery on maximal isometric strength. Neuroscience, 418, 82-95. https://doi.org/10.1016/j.neuroscience.2019.08.025
Folstein, M. F., Robins, L. N., & Helzer, J. E. (1983). The mini-mental state examination. Archives of general psychiatry, 40(7), 812-812. https://doi.org/10.1001/archpsyc.1983.01790060110016
Gallese, V. & Lakoff, G. (2005). The brain's concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive neuropsychology, 22(3-4), 455-479. https://doi.org/10.1080/02643290442000310
Gempp, R., Avendaño, C. & Muñoz, C. (2004). Normas y punto de corte para la Escala de Depresión del Centro para Estudios Epidemiológicos (CES-D) en población juvenil chilena. Terapia Psicológica, 22(2), 145-156. https://www.redalyc.org/pdf/785/78522205.pdf
Gibson, James. (1979). The Ecological Approach to Visual Perception. Houghton Mifflin.
Glenberg, A., & Gallese, V. (2012). Action-based language: A theory of language acquisition, comprehension, and production. Cortex, 48, 905-922. https://doi.org/10.1016/j.cortex.2011.04.010
Glenberg, A., & Robertson, D. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of memory and language, 43(3), 379-401. https://doi.org/10.1006/jmla.2000.2714
Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the revolution to embodiment: 25 years of cognitive psychology. Perspectives on Psychological Science, 8(5), 573-585. https://doi.org/10.1177/1745691613498098
Hooker, C., Roese, N. J., & Park, S. (2000). Impoverished counterfactual thinking is associated with schizophrenia. Psychiatry, 63(4), 326-335. https://doi.org/10.1080/00332747.2000.11024925
Goudarzian, M., Ghavi, S., Shariat, A., Shirvani, H., & Rahimi, M. (2017). Effects of whole body vibration training and mental training on mobility, neuromuscular performance, and muscle strength in older men. Journal of exercise rehabilitation, 13(5), 573. https://doi.org/10.12965/jer.1735024.512
Guajardo, N. R., & Cartwright, K. B. (2016). The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology, 144, 27-45. https://doi.org/10.1016/j.jecp.2015.11.004
Hartshorne, J. K., & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychological Science, 26(4), 433-443. https://doi.org/10.1177/0956797614567339
Irrazábal, N. & Molinari, C. (2005). Técnicas experimentales en la investigación de la comprensión del lenguaje. Revista Latinoamericana de Psicología, 37(3), 581-594. https://www.redalyc.org/pdf/805/80537309.pdf
Jamrozik, A., McQuire, M., Cardillo, E. R., & Chatterjee, A. (2016). Metaphor: Bridging embodiment to abstraction. Psychonomic bulletin & review, 23(4), 1080-1089. https://doi.org/10.3758/s13423-015-0861-0
Johnson, M. (2018). The Embodiment of Language. En A. Newen, L. de Bruin, & S. Gallagher (Eds.) The Oxford Handbook of 4E Cognition (pp. 623-639). Oxford University Press.
Just, M. A., Carpenter, P. A., & Woolley, J. D. (1982). Paradigms and processes in reading comprehension. Journal of experimental psychology: General, 111(2), 228-238. https://doi.org/10.1037/0096-3445.111.2.228
Kenville, R., Maudrich, T., Carius, D., & Ragert, P. (2017). Hemodynamic response alterations in sensorimotor areas as a function of barbell load levels during squatting: an fNIRS study. Frontiers in human neuroscience, 11, 1-13. https://doi.org/10.3389/fnhum.2017.00241
Kulakova, E., & Nieuwland, M. S. (2016). Understanding Counterfactuality: A Review of Experimental Evidence for the Dual Meaning of Counterfactuals. Language and Linguistics Compass, 10(2), 49-65. https://doi.org/10.1111/lnc3.12175
Loeffler, J., Raab, M., & Cañal-Bruland, R. (2016). A Lifespan Perspective on Embodied Cognition. Frontiers in Psychology, 7, 1-6. https://doi.org/10.3389/fpsyg.2016.00845
Louwerse, M. M. (2018). Knowing the meaning of a word by the linguistic and perceptual company it keeps. Topics in Cognitive Science, 10(3), 573-589. https://doi.org/10.1111/tops.12349
Lynott, D., Connell, L., Brysbaert, M., Brand, J., & Carney, J. (2019). The Lancaster Sensorimotor Norms: multidimensional measures of perceptual and action strength for 40,000 English words. Behavior Research Methods, 1-21. https://doi.org/10.3758/s13428-019-01316-z
Maguinness, C., Setti, A., Roudaia, E., & Kenny, R. A. (2013). Does that look heavy to you? Perceived weight judgment in lifting actions in younger and older adults. Frontiers in Human Neuroscience, 7, 1-11. https://doi.org/10.3389/fnhum.2013.00795
Mahon, B. Z., & Hickok, G. (2016). Arguments about the nature of concepts: Symbols, embodiment, and beyond. Psychonomic bulletin & review, 23(4), 941-958. https://doi.org/10.3758/s13423-016-1045-2
Marmolejo-Ramos, F., Khatin-Zadeh, O., Yazdani-Fazlabadi, B., Tirado, C., & Sagi, E. (2017). Embodied concept mapping: blending structure-mapping and embodiment theories. Pragmatics & Cognition, 24(2), 164-185. https://doi.org/10.1075/pc.17013.mar
Mohan, S., Mininger, A., & Laird, J. (2016). Towards an Indexical Model of Situated Language Comprehension for Cognitive Agents in Physical Worlds. arXiv preprint arXiv:1604.02509.
Nyhout, A., Henke, L., & Ganea, P. A. (2019). Children's counterfactual reasoning about causally overdetermined events. Child development, 90(2), 610-622. https://doi.org/10.1111/cdev.12913
Ostarek, M., & Huettig, F. (2019). Six challenges for embodiment research. Current Directions in Psychological Science, 28(6), 593-599. https://doi.org/10.1177/0963721419866441
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Ponari, M., Norbury, C. F., & Vigliocco, G. (2018). Acquisition of abstract concepts is influenced by emotional valence. Developmental science, 21(2), e12549. https://doi.org/10.1111/desc.12549
Roese, N. J., & Epstude, K. (2017). The functional theory of counterfactual thinking: New evidence, new challenges, new insights. Advances in experimental social psychology, 56, 1-79. https://doi.org/10.1016/bs.aesp.2017.02.001
Romoli, J., Santorio, P., & Wittenberg, E. (en prensa). Alternatives in Counterfactuals: What is right and what is not [No publicado]. https://semanticsarchive.net/Archive/mEwMmQzN/counterfactuals.pdf
Sadoski, M. (2018). Reading comprehension is embodied: Theoretical and practical considerations. Educational Psychology Review, 30(2), 331-349. https://doi.org/10.1007/s10648-017-9412-8
Salas-Herrera, J. L. (2015). Lenguaje y envejecimiento desde una perspectiva corpórea. Paideia, (57), 43-64. https://revistasacademicas.udec.cl/index.php/paideia/article/view/1495
Scorolli, C., Borghi, A. M., & Glenberg, A. (2009). Language-induced motor activity in bi-manual object lifting. Experimental Brain Research, 193(1), 43-53. https://doi.org/10.1007/s00221-008-1593-4
Scott, G. G., Keitel, A., Becirspahic, M., Yao, B., & Sereno, S. C. (2019). The Glasgow Norms: Ratings of 5,500 words on nine scales. Behavior research methods, 51(3), 1258-1270. https://doi.org/10.3758/s13428-018-1099-3
Springer, A., Huttenlocher, A., & Prinz, W. (2012). Language-induced modulation during the prediction of others’ actions. Psychological research, 76(4), 456-466. https://doi.org/10.1007/s00426-012-0411-6
Ströbel, L. (2016). Sensory-motor concepts in language & cognition. University Press.
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Salas-Herrera, J. L., Urrutia Martínez, M., Melipillan Araneda, R., & Veliz De Vos, M. (2021). Comprensión de oraciones de esfuerzo en jóvenes y adultos mayores desde una perspectiva corpórea. Universitas Psychologica, 19, 1–14. https://doi.org/10.11144/Javeriana.upsy19.coej
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