Among non-human animals, crows, octopuses and honeybees are well-known for their complex brains and cognitive abilities. Widening the lens from the idiosyncratic abilities of exemplars like these to those of animals across the phylogenetic spectrum begins to reveal the ancient evolutionary process by which complex brains and cognition first arose in different lineages. The distribution of 35 phenotypic traits in 17 metazoan lineages reveals that brain and cognitive complexity in only three lineages (vertebrates, cephalopod mollusks, and euarthropods) can be attributed to the pivotal role played by body, sensory, brain and motor traits in active visual sensing and visuomotor skills. Together, these pivotal traits enabled animals to transition from largely reactive to more proactive behaviors, and from slow and two-dimensional motion to more rapid and complex three-dimensional motion. Among pivotal traits, high-resolution eyes and laminated visual regions of the brain stand out because they increased the processing demands on and the computational power of the brain by several orders of magnitude. The independent acquisition of pivotal traits in cognitively complex (CC) lineages can be explained as the completion of several multi-trait transitions over the course of evolutionary history, each resulting in an increasing level of complexity that arises from a distinct combination of traits. Whereas combined pivotal traits represent the highest level of complexity in CC lineages, combined traits at lower levels characterize many non-CC lineages, suggesting that certain body, sensory and brain traits may have been linked (the trait-linkage hypothesis) during the evolution of both CC and non-CC lineages.

Second language (L2) learners need to acquire large vocabularies to approach native-like proficiency. Many controlled experiments have investigated the factors facilitating and hindering word learning; however, few studies have validated these findings in real-world learning scenarios. We use data from the language learning app Lingvist to explore how L2 word learning is affected by valence (positivity/negativity) and concreteness of target words and their linguistic contexts. We found that valence, but not concreteness, affects learning. Users learned positive and negative words better than neutral ones. Moreover, positive words are learned best in positive contexts and negative words in more negative contexts. Word and context valence effects are strongest on the learner’s second encounter with the target word and diminish across subsequent encounters. These findings provide support for theories of embodied cognition and the lexical quality hypothesis and point to the linguistic factors that make learning words, and by extension languages, faster.

Embodied imagery hypothesis proposes the activation of perceptual-motor systems during language processing. Previous studies primarily used concrete visual stimuli to investigate mental imagery in language processing by native speakers (NSs) and second language (L2) learners, but few studies employed schematic diagrams. The study aims to investigate mental imagery in processing prepositional phrases by English NSs and L2 learners. Using image-schematic diagrams as primes, we examine whether any mental imagery effect is modulated by target preposition (over, in), the abstractness of meaning (spatial, extended), and stimulus onset asynchrony (SOA; 1,040 ms, 2,040 ms). A total of 79 adult L2 learners and 100 NSs of English completed diagram–picture matching and semantic priming phrasal decision tasks. Results revealed interference effects on L2 processing of over phrases and under 2,040 ms SOA, but no such effects were observed in the NS group. The selective interference effects in L2 suggest different mental imagery patterns between L1 and L2 processing, and processing schematic diagram primes requires high cognitive demands, potentially leading to difficulties in integrating visual and linguistic information and making grammaticality judgments. The findings partially validate schematic diagrams as visual representations of concepts and suggest the need for further examination of schematic diagrams with varying degrees of complexity.

Ideophones – imitative words using the stream of speech to simulate/depict the rise and fall of sensory perceptions and emotions and temporal experiences of completiveness, instantaneousness, and repetitiveness – have been characterized as semantically empty and context-dependent. The research reported here tested a simple schematic for the semantic categories of Pastaza Kichwa ideophones by tracking neurological responses to ideophones categorized as VISUAL, MOTION, and SOUND. Seventeen native speakers of Pastaza Kichwa listened to audio clips of ideophones extracted from sentential contexts. Subjects’ neural activity was assessed using functional near-infrared spectroscopy. Results demonstrate that these posited semantic categories activate areas of the brain associated with visualization, motion, and sound processing and production, respectively. This suggests that these ideophones convey semantic information related to these concepts, independent of context. This contrasts with what would be expected by theories suggesting that ideophones on their own are semantically empty. The data give rise to questions regarding whether any language contains only sound ideophones that do not carry additional sensory information and whether ideophones in previous studies treated strictly as sound ideophones might require greater specification of their semantics, specifically from a multisensorial perspective.

Perceptual information includes sensorimotor and emotional experience regarding the multimodality of the perceptual system. The current study provides an image-based visual analysis on the embodiment of color metaphors through the investigation of (i) the perceptual (dis)similarities between the literal and metaphorical meanings of the Chinese color terms hēi ‘black’ and bái ‘white’ and (ii) the influence of emotional valence on the degree of their perceptual (dis)similarities. Specifically, 24 concepts in three semantic domains were represented as eight-dimensional vectors based on the color information extracted from online images, including two color concepts of black and white, 20 abstract concepts referring to 8 metaphorical meanings of hēi and 12 metaphorical meanings of bái, and two abstract concepts referring to positive and negative affective polarity. Statistical analyses show that (i) the literal and metaphorical meanings of hēi and bái are perceptually distinguishable given their significant perceptual (dis)similarities and (ii) the observed perceptual distinguishability cannot be solely attributed to the (in)consistency of emotional valence associated with the senses. The present study provides nonlinguistic evidence for the embodiment of color metaphors in the Chinese context with an empirical approach that can simultaneously capture the metaphorical mappings and affective associations among cross-domain concepts with sensory data.

Many studies have substantiated the perceptual symbol system, which assumes a routine generation of perceptual information during language comprehension, but little is known about the processing format in which the perceptual information of different dimensions is conveyed simultaneously during sentence comprehension. The current study provides the first experimental evidence of how multidimensional perceptual information (color and shape) was processed during online sentence comprehension in Mandarin. We designed three consecutive sentence–picture verification tasks that only differed in the delay of the display of pictures preceded by declarative sentences. The processing was analyzed in three stages based on time intervals (i.e., 0ms, +750ms, +1500ms). The response accuracy and response time data were reported. The initial stage (i.e., ISI=0ms) attested the match effect of color and shape, but the simulated representation of color and shape did not interact. In the intermediate stage (i.e., ISI=750ms), the routinely simulated color and shape interacted, but the match facilitation was found only in cases where one perceptual information was in mismatch while the other was not. In the final stage (i.e., ISI=1500ms), the match facilitation of one particular perceptual property was influenced by a mismatch with the other perceptual property. These results suggested that multiple perceptual information presented simultaneously was processed in an additive manner to a large extent before entering into the final stage, where the simulated perceptual information was integrated in a multiplicative manner. The results also suggested that color and shape were comparable to object recognition when conjointly conveyed. In relation to other evidence from behavioral and event-related potential studies on sentence reading in the discussion, we subscribed to the idea that the full semantic integration became available over time.

Substantial evidence indicates that first language (L1) comprehension involves embodied visual simulations. The present study tested the assumption that a formally learned second language (L2), which is less related to real-life experiences, is processed in a less embodied manner relative to a naturally acquired L1. To this end, bilingual participants completed the same task in their L1 and L2. In the task, they read sentences and decided immediately after each sentence whether a pictured object had been mentioned in the preceding sentence. Responses were significantly faster when the shape of the object in the picture matched rather than mismatched the sentence-implied shape, but only in the L1, and only when the L1 block was performed before the L2 block. These findings suggest that embodied visual simulations are reduced in a formally learned L2 and may be subjected to cross-language influences.