Journal
COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE
Volume 11, Issue 4, Pages 551-572Publisher
SPRINGER
DOI: 10.3758/s13415-011-0053-y
Keywords
Sensory/motor development; Semantic conceptual knowledge
Categories
Funding
- National Institute on Deafness and Other Communication Disorders [R03-DC010262, R03-DC006841]
- American Speech-Language-Hearing Association
Ask authors/readers for more resources
Research regarding semantic knowledge of objects is often conducted independently in children and adults. Review of these bodies of evidence suggests that the two literatures are often complementary. It seems critical to determine what we can learn from a developmental perspective, toward the common goal of understanding semantic organization. Here we focus on the proposal that semantic knowledge about concrete concepts may be built on the foundation of sensory/motor processes. In particular, we focus on a moderate formulation of this viewpoint, the sensory/motor model of semantic representations of objects (e.g., Gainotti 2007; Martin 2007), which has been examined utilizing behavioral, neuroimaging, and neuropsychological evidence. Taken together, behavioral and neuroimaging studies with infants, older children, and adults have suggested that patterns laid down in early childhood remain salient throughout the lifespan and may also predict patterns of deficit that emerge following brain injury.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available